2013 - pymble ladies' college · 2013 was a year of achievements at pymble ladies‟ college...

Annual Report2013

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CONTENTS

CONTENTS 1

REPORTING AREA 1: A Message from Key School Bodies ............................................................... 4

Message from the Chair of College Council ........................................................................................ 4

Message from the Principal ................................................................................................................ 6

Message from the Head Prefect ......................................................................................................... 7

Message from the Pymble Parents Association (PPA) ....................................................................... 8

REPORTING AREA 2: Contextual information about the School ....................................................... 10

REPORTING AREA 3: Student Performance in National and State-wide Tests and Examinations ... 11

2013 Higher School Certificate ......................................................................................................... 11

Overview ....................................................................................................................................... 11

Best in Subject .............................................................................................................................. 11

All-round Achievers ....................................................................................................................... 12

Honour Roll ................................................................................................................................... 12

HSC Showcases and Exhibitions .................................................................................................. 12

2013 Higher School Certificate Results by course ............................................................................ 13

Performance Band Achievement by Percentage (rounded) ........................................................... 13

2013 Extension Courses .................................................................................................................. 14

Performance Band Achievement by Percentage (rounded) ........................................................... 14

2013 Stage 5 .................................................................................................................................... 15

Grade Achievement by Percentage (rounded) .............................................................................. 15

2013 Preliminary Courses ................................................................................................................ 16

Grade Achievement by Percentage (rounded) .............................................................................. 16

NAPLAN 2013 .................................................................................................................................. 18

Literacy and Numeracy Assessments in Years 3, 5, 7 and 9 ......................................................... 18

REPORTING AREA 4: Senior Secondary Outcomes ........................................................................ 19

REPORTING AREA 5: Professional Learning and Teacher Standards ............................................. 20

Learning and teaching - overview ..................................................................................................... 20

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REPORTING AREA 6: Workforce Composition, including Indigenous ............................................... 37

REPORTING AREA 7: Student Attendance and Management of Non-Attendance, Secondary

Retention 38

Attendance Summary Calculation Assumptions ............................................................................... 38

Secondary School ......................................................................................................................... 38

Preparatory and Junior Schools .................................................................................................... 38

Retention Rates................................................................................................................................ 39

Attendance Policy ............................................................................................................................. 39

Attendance Procedure ...................................................................................................................... 40

REPORTING AREA 8: Post School Destinations .............................................................................. 45

REPORTING AREA 9: Enrolment Policy and Characteristics of Student Body .................................. 46

Scope ............................................................................................................................................... 46

Definitions ........................................................................................................................................ 46

Policy ............................................................................................................................................... 46

Procedure ......................................................................................................................................... 47

Applications for Enrolment ............................................................................................................ 47

Final Enrolment Offer .................................................................................................................... 49

Enrolment Confirmation ................................................................................................................ 49

Enrolment Cancellation ................................................................................................................. 49

Conditions of Attendance .............................................................................................................. 49

Revocation of an Enrolment .......................................................................................................... 51

Student Population ........................................................................................................................... 51

REPORTING AREA 10: School Policies ............................................................................................. 52

REPORTING AREA 11: School Determined Improvement Targets ..................................................... 55

Priorities/Intents Identified for 2013 .................................................................................................. 55

Priorities/Intents Identified for 2014 .................................................................................................. 60

REPORTING AREA 12: Initiatives Promoting Respect and Responsibility .......................................... 63

Preparatory School - Key Actions and Events .................................................................................. 63

Junior School - Key Actions and/or Events ....................................................................................... 63

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Middle School ................................................................................................................................... 64

Upper School - Social responsibility ................................................................................................. 65

Senior School ................................................................................................................................... 66

REPORTING AREA 13: Parent, Student and Teacher Satisfaction ..................................................... 67

REPORTING AREA 14: Summary Financial Information ..................................................................... 69

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REPORTING AREA 1: A Message from Key School Bodies

Message from the Chair of College Council

In 2013 Pymble Ladies‟ College commenced implementation of its strategic vision Towards 2020 –

Striving for the highest. Under the four signposts of Personalised Education, People and Culture,

Community and Sustainability, Pymble has embarked on its eight-year journey to continue to

provide an outstanding educational experience for students and young women and to be

recognised globally for its progressive educational learning culture.

A review of the student Pastoral Care Program and the adoption of new student management and

reporting systems have enabled the College to strengthen our commitment to personalised

education. We have continued to invest in the professional learning and development of our staff

and maintain a culture of reflective practice and continual improvement. Launching the teaching

and learning framework has provided a positive step towards a consistent approach to teachers‟

professional practice. The College has strengthened its ties with local and global communities and

continues to adopt sustainable initiatives to reduce the College‟s carbon footprint.

The College continues to support Indigenous students and young women through the Indigenous

Scholarship Program. In 2013, 13 Indigenous students followed their dreams, challenged and

extended their learning experiences and enjoyed the opportunities provided by a Pymble

education.

Pymble students consistently achieve remarkable results in the Higher School Certificate and 2013

was no exception with the Year 12 cohort‟s results well above State averages. Two students

achieved a perfect Australian Tertiary Admission Rank (ATAR) of 99.95. An impressive 12% of

students achieved an ATAR of 99+, 39% of students achieved an ATAR of 95+ and 59% of

students ranked 90+ in their ATARs. An amazing 97% of the 2013 HSC cohort was offered a place

at university. Pymble students topped the State in three subjects and 185 students earned 619

places on the Sydney Morning Herald Honour Roll, which acknowledges students who earn 90 or

above in one or more subjects. Forty-four students (17%) were named in the All-round Achievers

List for achieving Band 6 results (90 or better) or a Band E4 result (45 or better) in an Extension

course in 10 or more units.

In 2013, Pymble students continued to support our local and global communities through

community service projects and service learning programs. The Year 10 Service Learning Program

saw students supporting and assisting communities across the State, nationally and internationally.

Students worked at a school in Gapuwiyak in North East Arnhem Land and at the School of St

Jude‟s in Tanzania in central Africa. Pymble students also worked with students at Enngonia Public

School in north-west New South Wales to help stimulate their educational experiences and provide

memorable experiences to motivate them to keep attending school.

These service learning programs are not about simply visiting communities; the students spent

months planning the project in consultation with the community, defining their objectives and

implementing their plans once they arrive in the community. Such an approach enables the

students to immerse themselves in the community and make a meaningful difference. It then

becomes a mutually rewarding experience.

In 2013 the College continued to place a strong emphasis on the professional development of our

staff. The programs and collaborative learning processes that are being implemented for our

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teaching staff are designed to align with the personalised learning culture and to be at the forefront

of and lead 21st century learning.

In recognition of our commitment to student and staff wellbeing, the College Council has supported

the appointment of a new position of Head of Wellbeing as a key initiative within the Towards 2020

vision.

In 2013 the College finalised the planning of a new capital works program. Known as the

Centenary Precinct, it will establish our new Aquatic and Fitness Centre, redevelop the Mollie Dive

Field and provide extensive underground parking. Aligned with our Towards 2020 vision, these

new facilities will enable us to expand and enhance the quality and delivery of our fitness and

wellbeing programs for decades to come. The Centenary Precinct will be opened in 2016 in line

with the College‟s centenary celebrations.

The College continues to be lead and well managed by our Principal, Mrs Vicki Waters and her

team provides a dynamic learning experience and the opportunity for students from Kindergarten to

Year 12 to „strive for their highest‟ in curricular and co-curricular activities.

Mr Braith Williams BBus, FAIBF, FFin

Chair of College Council

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Message from the Principal

2013 was a year of achievements at Pymble Ladies‟ College culminating in outstanding results in

the Higher School Certificate (HSC).

In 2013 two HSC students achieved a perfect Australian Tertiary Admission Rank (ATAR) of 99.95,

12% of students achieved an ATAR of 99+ and 59% of students ranked 90+ in their ATAR. Pymble

students topped the State in three subjects and six students were placed in the first ten places in

English Extension 1, including first in the subject.

After launching our strategic vision, Towards 2020 – Striving for the highest in 2012 we continued

our journey of providing a nurturing learning environment that is universally acknowledged for its

exceptional quality and opportunities. The four signposts - Personalised Education, People and

Culture, Community and Sustainability guide our vision to provide best practice education founded

on worldwide research.

At Pymble we encourage students to engage with the realities of the world. In 2013 students from

Kindergarten to Year 12 supported community service programs, including our Year 10 students

who participated in Service Learning projects locally, nationally and internationally. The program

encompassed 19 different opportunities and aspects of community care, from animal rescue to

helping marginalised groups, refugees, ecological and environmental initiatives to working with the

Gapuwiyak Indigenous community in north-east Arnhem Land and across the globe to Tanzania to

assist students and staff at the School of St. Jude.

The College continued its commitment to providing outstanding educational opportunities for

Indigenous students, with 13 Indigenous scholars enrolled at the College in 2013.

In sport, our students excelled with Pymble claiming the title of the most successful school in the

IGSSA competition. In 2013 Pymble was declared the champion school for athletics, diving,

gymnastics and rowing. Open premierships were won by Pymble students in netball, soccer,

softball and tennis and Pymble took out the Head of the River as overall pointscore champion.

Pymble students shone in their delivery of dramatic, musical and dance performances in 2013.

Secondary School students captivated audiences over four nights with their brilliant song and

dance performances in Chicago – A Musical Vaudeville. Other productions included The

Importance of Being Earnest – a trivial play for serious people, The Witches, A Murder is

Announced and Embers. The musical brilliance of our piano scholars was showcased at the annual

Joan Hammond Piano Recital and film students portrayed their talents at the College‟s Billboard

film festival.

Our community of parents celebrated the spirit of Pymble at more than 120 events held throughout

the year and we welcomed members of our Pymble community to College functions in Hong Kong,

Dubbo, Griffith, Tamworth, Moree and Quirindi.

In 2013 we welcomed a new Head of Preparatory School and a new Head of Junior School and

celebrated the extraordinary achievements of our staff.

2013 was an outstanding year at the College and I look forward to the challenges and excitement

of 2014.

Mrs Vicki L. Waters MSchM, BEd, DipT, MACE, MACEL, MAICD

Principal

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Message from the Head Prefect

Those who are superstitious may consider the number „13‟ inherently unlucky. However, the 2013

College Prefects wanted to dispel this myth, and thus adopted the theme „Lucky 13‟ for the year.

Our adage was „luck is in direct proportion to effort‟ and we drew inspiration from Thomas

Jefferson‟s statement: „I‟m a great believer in luck, and I find the harder I work the more I have of

it‟.

We wished to encourage every student at Pymble to believe in their ability to „make their own luck‟.

We acknowledged that to do so can be challenging, but the rewards gained by setting those

challenges and striving for „personal bests‟ – whether it be in the classroom, on the sporting field,

on the stage, or in the wider community – are boundless.

Pymble students are very fortunate. We are provided with abundant opportunities to „make our own

luck‟, supported by our dedicated academic staff and progressive Executive and Council, not to

mention the outstanding College facilities and amenities. Pymble students achieved at the highest

level during the year, in sport, dance, debating, music, drama, the visual arts, hospitality, academic

competitions and community service. The performance of the musical Chicago in March

showcased the enthusiasm, talent and energy of our students in song, dance and comedy. Our

Chorale and Chamber Strings‟ European Tour was also highly successful. Outstanding results

were achieved in gymnastics, athletics, tennis, hockey, soccer, rowing and dance. We

congratulated prize-winning filmmakers and artists, and recipients of overseas academic

scholarships.

However, it was the number of students who chose to participate in an incredibly broad range of

co-curricular pursuits that we sought to encourage and congratulate. Even if you weren‟t on the

„winning team‟, students experienced the joy of involvement, the opportunity to develop self-

confidence, improve technique and enhance performance skills.

On a more personal note, I wish to acknowledge the maturity and commitment demonstrated by

my fellow Year 12 students in 2013. They showed impressive leadership qualities and

endeavoured to demonstrate the College‟s core values in all they did, consequently acting as

admirable role models for the younger students.

I was also very privileged and proud to lead an exemplary Prefect Body and an enthusiastic

Student Representative Council. Some of the initiatives carried out in the year included the „Paper

Pyramid‟, organised by our Sustainability Captains to visually represent how much paper we had

saved, and the creation of a t-shirt, organised by our Community Service Captains, designed to

promote our whole-school charity, „The Student Effect‟. Interaction between the Preparatory, Junior

and Secondary Schools was strengthened by the attentiveness of our School Liaison Officers and

Liaison Co-ordinator, and the addition of a weekly poll to the online school Portal, introduced by the

SRC, allowed students to comment on various aspects of school life and thus bring about

improvement.

I would like to thank all the students of Pymble Ladies‟ College, from Kindergarten to Year 12, for

embracing the theme „Lucky 13‟, and proving through their involvement, determination and

enthusiasm that luck is certainly in direct proportion to effort. The wise words of Winnie-the-Pooh

encapsulate how I feel about having been a part of the Pymble Ladies‟ College community: „how

lucky am I to have something that makes saying goodbye so hard‟.

Miss Samantha Bear

Head Prefect 2013

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Message from the Pymble Parents Association (PPA)

The PPA represents the Pymble Ladies‟ College parent community. The purpose of the PPA is to

support and promote the well-being of the College and its students, by representing parents in the

life of the College. Members of the PPA are indemnified against any liability they may incur in

respect of any act, matter or thing done in good faith and in conformity with the purpose of the PPA

and its constitution.

The role of the PPA is to represent its members in the life of the College and to act as the co-

ordinating group for the various Parent Support Groups that exist within the College. The PPA is

the peak parent support group. It helps co-ordinate the social and fund-raising activities of all other

Parent Support Groups and is ultimately responsible for ensuring all support groups:

Comply with College Policies and Procedures

Adopt and operate according to the Charter for College Support Groups

The PPA reports directly to the Principal and the College Council. The key staff liaison between the

College and the PPA is the College‟s Community Relations and Events Co-ordinator.

The affairs of the PPA are managed by the Executive Committee subject to and consistent with the

Constitution. The Executive Committee positions are President, Vice-President, Treasurer and

Secretary. The Executive Committee is assisted by co-ordinators in the roles of Events, Publicity

and Care and Support. Additional co-ordinator roles may be determined as required.

The PPA has no powers or responsibilities in relation to the policy, control or governance of the

College, or in relation to any function or duty of the Council, the Principal or any teacher, officer or

employee of the College. The PPA observes all prohibitions or restrictions laid down by the Uniting

Church in Australia, in regard to the manner in which funds may be raised for the schools and

Colleges controlled by the Church. The PPA both raises and donates funds for specific purposes

providing these purposes are consistent with the aims of the College and comply with all relevant

policies and procedures of the College in force at the time of the activity. Before the PPA approves

or proceeds with any public activity at which it is proposed to raise funds for, or on behalf of the

PPA or the College, it obtains the approval of the College Council.

The College is fortunate to have a caring and active group of parents contributing to the Pymble

experience. The Pymble Parent Association actively co-ordinates the social and community

activities of students‟ parents at the College.

All Pymble parents are free to join as many or few support groups as they wish. Each year at the

Annual General Meetings (AGM), parents are invited to take on a more active role on elected

committees of the Parent Support Groups, as listed below.

A great variety of support groups operate under the auspices of the Pymble Parent Association and

include:

Senior School Parent Group (SSPG)

Upper School Parent Group (USPG)

Middle School Parent Group (MSPG)

Junior School Parent Group (JSPG)

Preparatory School Parent Group (PSPG)

Boarding Parent Group (BPG)

Music Support Group (MSG)

Rowing Support Group (RSG)

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Snow Sports Support Group (SSSG)

Equestrian Support Group (ESG)

Artistic Gymnastics Support Group (AGSG)

The College welcomed the contribution from the existing 65 parents engaged in key roles within

the School Parent Groups and the Parent Support Groups throughout 2013. The success of 100

events across the College on the 2013 calendar depended on this volunteer parent participation.

Significant PPA events across 2013/2014 included the Icebreaker cocktail evening with a record

680 guests including parents and staff attending, the Pymble Staff BBQ for World Teacher‟s Day,

New Mothers lunch attended by 180 new college parents, the Garden Party hosting 25 parent-led

stalls, 150 volunteers and many thousands attending and wrapped up the year by providing the

Christmas lunch for the Sony Camp Firefly special needs campers.

The PPA once again presented the opportunity for teachers at the College to apply for the PPA

$5,000 Professional Development Grant.

The PPA continues to represent and serve the needs of the Pymble parent community.

Mrs Kylie MacDonald

President – Pymble Parents Association

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REPORTING AREA 2: Contextual information about the School

Pymble Ladies' College is a leading independent school of the Uniting Church, set on 20 hectares

of park-like grounds on Sydney's North Shore, for students from Kindergarten to Year 12, with

boarding from Year 7. Pymble offers extensive opportunities for students and young women to

explore and excel. They enjoy advanced learning technology, outstanding facilities and extensive

choices in the performing arts, sporting and cultural arenas.

A strong academic record and focus on each student as an individual creates a stimulating

environment which inspires a balanced educational experience. Our mission is to foster in each

student a passion for learning and scholarship, a quiet but unshakeable self-confidence, and the

values and skills to make a worthwhile contribution to her community. Five core values - care,

courage, integrity, respect and responsibility - affirm our commitment to the Christian heritage of

the College and provide a strong foundation for dynamic learning.

The College motto of 'All Ultimo Lavoro' - Strive for the Highest, inspires our students and staff to

go beyond and to be the best that they can be.

Please visit MySchool website for further information about the College:

http://www.myschool.edu.au/SchoolProfile/Index/66604/PymbleLadiesCollege/43846/2013


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REPORTING AREA 3: Student Performance in National and State-wide Tests and Examinations

2013 Higher School Certificate

Overview

In 2013, 258 students sat for the NSW Higher School Certificate in 50 courses. On average, 96%

of candidates across all 2 Unit courses offered at the College achieved results in Band 4 and

above. In the 1 Unit Extension courses, on average, 90% were placed in Band E3 or E4.

When compared to the State average, results in Bands 5 and 6 have remained consistently high,

with student achievement above State level in all courses offered at the College. In 2013, the

Band 5 and 6 results were 40% or more above the State percentages in the following subjects:

Agriculture, Biology, Business Studies, Drama, English as a Second Language, Food Technology,

Geography, Legal Studies, Modern History, Physics, Senior Science, Textiles and Design, Visual

Arts and Hospitality.

In the period from 2012 - 2013, the following are examples of percentage improvement in Band 5/6

results: Ancient History 6%, Biology 18%, Business Studies 6%, Chemistry 6%, Drama 33%,

English (Advanced) 8%, English as a Second Language 23%, Food Technology 10%, Geography

24%, Legal Studies 8%, Physics 10%, Senior Science 7%, Studies of Religion 13% and Textiles

and Design 9% . In the same period there was a drop of 16% in Earth and Environmental Science,

12% in Economics, 16% in General Mathematics, 11 % in Mathematics, 17% in Music 1 and 35%

in PDHPE.

Best in Subject

Pymble students topped the state in three subjects:

o English Extension 1

o Hospitality Examination

o Classical Greek Continuers

Pymble students earned places in the Top Achievers in Course List in 12 different courses:

o English Extension 1 (five mentions)

o English Extension 2

o English as a Second Language (three mentions)

o History Extension (two mentions)

o Italian Beginners (two mentions)

o Food Technology

o Drama

o Music Extension

o Geography

o Chemistry

o Classical Greek Continuers

o Classical Greek Extension

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All-round Achievers

17% (44 students) of Pymble students were named in the All-round Achievers lists. We

acknowledge the outstanding achievement of the students who achieved Band 6 results (90 or

better) or a Band E4 result (45 or better) in an Extension course in 10 or more units.

Honour Roll

The Honour Roll acknowledges students who earn a Band 6 result (90 or better) in a 2 unit course

or a Band E4 result (45 or better) in an Extension course in one or more subjects. In 2013, Pymble

students earned 619 places on the Honour Roll. These places were achieved by 185 individual

students.

HSC Showcases and Exhibitions

ARTEXPRESS

Six Visual Arts students are to be congratulated on having their Bodies of Work selected for

exhibition at a number of different venues around the state as part of ARTEXPRESS 2013.

Callback

Four Dance students were nominated for inclusion in Callback 2013 and one student‟s Core

Composition was selected for inclusion.

ENCORE

One student has been selected for inclusion in the ENCORE 2013 concert. A further eight Music

students are to be congratulated for their nomination for inclusion in ENCORE 2013 (performance)

and one student was nominated for her composition.

OnSTAGE

Two students are to be congratulated on their inclusion in OnSTAGE 2013 for Costume Design

and one student is to be congratulated for her nomination for inclusion for Performance.

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2013 Higher School Certificate Results by course

Performance Band Achievement by Percentage (rounded)

Course Students School Median

Bands 5-6

School %

Bands 5-6

State %

Bands 3-4

School %

Bands 3-4

State %

Bands 1-2

School %

Bands 1-2

State %

Agriculture 9 93 100 27 0 53 0 19

Ancient History

48 85 73 34 25 49 2 16

Biology 90 86 79 33 21 58 0 8

Business Studies

64 88 87 35 12 53 0 11

Chemistry 83 84 69 42 29 50 2 8

Dance 7 83 71 38 29 55 0 6

Drama 18 92 100 44 0 54 0 2

Earth and Environmental Science

15 84 67 37 33 55 0 7

Economics 40 83 60 43 30 43 10 13

English (Standard)

8 76 25 7 75 72 0 21

English (Advanced)

240 89 89 53 11 45 0 2

English as a Second Language

10 88 80 23 20 60 0 16

Food Technology

22 89 100 28 0 50 0 21

Geography 50 87 86 40 14 44 0 16

Legal Studies 37 88 92 43 8 46 0 11

General Mathematics

90 81 58 21 42 54 0 23

Mathematics 99 87 80 49 19 43 1 7

Modern History

75 88 93 47 7 43 0 9

Music 1 8 88 75 59 25 39 0 2

Music 2 11 96 100 85 0 15 0 0

Personal Development, Health and Physical Education

19 81 53 28 47 54 0 17

Physics 21 84 76 33 24 55 0 11

Senior Science

24 89 96 39 4 48 0 12

Studies of Religion 1 unit

8 42/50 63 49 38 45 0 6

Textiles and Design

15 88 87 34 13 56 0 9

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Visual Arts 45 92 100 51 0 47 0 1

Classical Greek Cont.

5 96 100 100 0 0 0 0

French Continuers

18 89 94 67 6 31 0 2

German Continuers

4 85 75 62 25 36 0 2

Italian Beginners

24 86 67 30 29 54 4 16

Japanese Continuers

11 91 73 55 27 39 0 6

Latin Continuers

16 90 100 82 0 16 0 2

Hospitality 16 88 94 30 6 53 0 3

2013 Extension Courses

Performance Band Achievement by Percentage (rounded)

Course Students School Median

Bands E3-4

School %

Bands E3-4

State %

Bands E1-2

School %

Bands E1-2

State %

English Extension 1 67 45 99 88 1 12

English Extension 2 16 43 100 78 0 22

Mathematics Extension 1

78 45 95 84 5 16


29 86/100 100 87 0 13

History Extension 37 45 100 74 0 26

Music Extension 10 50 100 98 0 2

Classical Greek Extension

5 48 100 100 0 0

French Extension 5 48 100 97 0 3

German Extension 1 34 0 90 100 10

Japanese Extension 4 46 100 91 0 9

Latin Extension 16 45 94 97 6 3

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2013 Stage 5

For the Record of School Achievement (RoSA), the Board of Studies requires schools to submit

grades for all students who complete Stage 5 courses. Grades are awarded according to the

Course Performance Descriptors which describe a typical student‟s performance at each of five

grade levels (A-E) in each course.

This year, the results for two new courses introduced into the Pymble curriculum, Physical Activity

and Sports Studies and Photographic and Digital Media, are included in the table below. Both

courses have proven to be popular and the results achieved are most pleasing.

The Grading Pattern below shows that, on average, approximately 89% of students earned Grade

A or Grade B, which represents a 1% improvement on the results in 2012.

Grade Achievement by Percentage (rounded)

Subject

No of students

in School

A-B %

C %

D-E %

School State School State School State

English 239 79 39 20 37 1 23

Mathematics 240 72 38 22 31 6 30

Science 239 79 37 21 35 0 27

Australian Geography*

270 79 38 7 35 1 27

Australian History*

270 89 38 11 34 1 27

Commerce 69 93 59 7 28 0 13

Geography Elective

127 83 58 17 29 0 12

History Elective 171 89 60 11 27 0 13

Classical Greek 14 86 77 14 10 0 13

French 71 86 67 14 23 0 10

German 11 100 70 0 22 0 8

Japanese 12 83 60 17 22 0 18

Latin 28 93 79 4 14 4 7

Agricultural Technology

22 100 41 0 31 0 27

Food Technology

73 92 45 8 31 0 23

Textiles Technology

36 89 56 11 28 0 15

Dance 14 100 44 0 29 0 27

Drama 26 100 60 0 27 0 13

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Marine and Aquaculture Technology

58 97 46 3 35 0 19

Music 29 76 57 24 26 0 16

Photographic and Digital Media

48 100 49 0 30 0 20

Visual Arts 53 98 57 2 27 0 15


237 95 45 5 35 0 19

Physical Activity and Sports Studies

24 88 50 13 31 0 18

* Australian History and Australian Geography

At Pymble, all Year 9 students and students new to the College in Year 10 complete the

mandatory Australian Geography and History courses. The above results include all students who

completed the Australian History and Australian Geography courses in 2013.

2013 Preliminary Courses

Following the introduction of the Record of School Achievement (RoSA) in 2012, the Board of

Studies requires schools to submit grades for all students who complete Stage 6 Preliminary

courses. Grades are awarded according to the Common Grade Scale which describes a typical

student‟s performance at each of five grade levels (A-E).

The Grading Pattern below shows that, on average, approximately 83% of Pymble students earned

a Grade A or Grade B across all of the courses offered at the College.

Grade Achievement by Percentage (rounded)

Subject

No of students

in School

A-B %

C %

D-E %

School State School State School State

English (Advanced) 239 76 57 23 35 1 9

English (Standard) 15 13 21 87 45 0 33

English Extension 1 87 94 76 6 19 0 5

Mathematics 160 94 51 6 28 0 21


97 86 54 11 27 3 19

Mathematics General

92 67 27 25 35 8 38

Biology 117 81 40 15 37 3 22

Chemistry 107 72 45 23 33 4 21

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Earth and Environmental Science

20 95 39 5 34 0 26

Physics 35 80 44 20 34 0 22

Ancient History 39 67 43 33 34 0 22

Business Studies 82 88 40 12 34 0 25

Economics 52 79 55 13 29 8 15

Geography 57 89 45 11 33 0 20

Legal Studies 49 86 43 14 32 0 24

Modern History 84 82 48 18 33 0 19

Studies of Religion (1 unit)

23 78 40 17 37 4 23

Classical Greek 4 100 96 0 4 0 0

French Continuers 16 81 71 19 21 0 8

German Continuers 4 100 75 0 21 0 4

Italian Beginners 35 86 51 14 29 0 19

Japanese Continuers

12 75 67 17 21 8 12

Latin Continuers 15 100 88 0 11 0 1

Agriculture 8 88 42 13 30 0 26

Food Technology 25 76 40 20 32 4 27

Textiles and Design 18 89 49 11 31 0 20

Dance 13 85 59 15 25 0 15

Drama 25 80 57 20 29 0 13

Music 1 6 100 50 0 31 0 18

Music 2 9 89 83 11 14 0 3

Visual Arts 64 95 49 5 30 0 19


56 77 40 18 35 5 24

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NAPLAN 2013

Literacy and Numeracy Assessments in Years 3, 5, 7 and 9

Please visit MySchool website for a full break down of Pymble Ladies’ College NAPLAN

results for 2013. The results can be found in graphs, number and bands.

http://www.myschool.edu.au/ResultsInGraphs/Index/66604/PymbleLadiesCollege/43846/2013



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REPORTING AREA 4: Senior Secondary Outcomes

In 2013, 100% of the Year 12 cohort sat for the HSC. In addition, 6% of the Year 12 cohort

participated in vocational or trade training.

Secondary School outcomes are documented in MySchool website:



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REPORTING AREA 5: Professional Learning and Teacher Standards

Learning and teaching - overview

In 2013, Pymble continued to refine and expand the range of embedded professional learning

opportunities for teachers. The College is committed to providing a range of access points to the

professional learning program to cater to teachers at all stages of their careers. While there

continued to be blended external opportunities through the Harvard Graduate School of

Education‟s Wide World online courses, the College sought to use the internal capacity developed

through these courses to introduce new teachers to the Making Thinking Visible and Teaching for

Understanding principles. 2013 saw over 200 staff members participating in different internal

professional learning experiences.

The core of the professional learning experiences offered within the school continues to be the

range of professional learning teams available. These groups are cross-divisional and consist of

approximately 10 teachers. The focus areas of the groups range from introductory groups that

collaboratively explore how teachers can build cultures of thinking in their classroom based on

Project Zero‟s Making Thinking Visible literature to action inquiry groups that see individual

teachers using the action research cycle to explore a puzzle of practice. Other groups focus on

building resources to personalise learning, programming using the Teaching for Understanding

framework, implementing the Australian Curriculum, using the Looking at Student Thinking

Protocol to refine teaching practice and Instructional Rounds groups.

The College continues to run the Innovative Project Days program. This initiative sees small teams

from faculties across the College working in two-day blocks with the Director of Teaching and

Learning and IT Curriculum Innovator to rewrite specific programs using the Teaching for

Understanding approach and incorporating the Harvard thinking routines and different

technologies. This approach allowed teachers to apply their learning in their classrooms and

embed the learning in their programs to ensure its sustainability.

The Preparatory and Junior Schools embarked on a process of peer observation to examine the

discourse of the classrooms. This program saw teams of three teachers working together to

observe and debrief lessons.

The College received two Australian Government Quality Teaching Program grants to conduct

action research on how service learning can enhance student wellbeing and how an investigative

approach to Mathematics can be implemented in Stage 4. These grants afford teachers

opportunities to collaborate on the planning, implementation and evaluation of particular initiatives

that are shared more widely through the Association of Independent Schools.

The College provided scholarships for staff to research particular pedagogies and programs

internationally. In 2013, our co-ordinator of the Pymble Elite Sportswoman Program travelled to

the United States to investigate similar programs at American universities. On another school

sponsored grant, a Drama teacher with an interest in film travelled to New York City to visit schools

using film and media as a teaching tool and professional learning tool.

Finally, Pymble was fortunate to host a range of internationally renowned educational experts in

2013. Dr Ron Ritchhart from Harvard Graduate School of Education‟s Project Zero visited the

school for three two-week visits to work with staff. He ran sessions on the visible thinking routines

and how to harness the cultural forces to promote an authentic thinking culture. The College also

hosted Frank Crawford who worked with school leaders on strategic planning. The College hosted

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Stephen Heppel from the United Kingdom. He spoke to staff about learning environments,

innovation and use of technology in schools. The Secondary Science department continued to

work with Dr Julia Atkin throughout the year to investigate how the Hermann Brain Dominance

Instrument could be used to enhance learning in Science. Mathematics teachers across the school

worked with Charles Lovitt in their endeavours to implement an investigative approach to the

subject.

As in the past, the internal professional learning program continues to run parallel to the external

professional learning opportunities also supported by the College.

Types of Professional Learning

Attendance at conferences, workshops, forums, courses. Teaching and operational staff

In-house training Teaching and operational staff

Professional reading, observations, research, preparation

of articles published in professional journals, and

reflection activities

Teaching staff

Delivery of professional development sessions to

colleagues Teaching and operational staff

Post-graduate study Teaching and operational staff

Supervision and mentoring of student teachers and New

Scheme Teachers (NST) Teaching staff

Participation in teacher accreditation programs through

Independent Schools Teacher Accreditation Authority

(ISTAA)

Teaching staff

Higher School Certificate and NAPLAN marking Teaching staff

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Professional Learning Course

Compliance Course

All staff training sessions are conducted using a variety of face-to-face and online training for:

Cardio Pulmonary Resuscitation

Chemical Safety in Schools Update

Obligations in Identifying and Responding to Children and Young People at Risk

Reportable Conduct and Duty of Care

Emergency Response Awareness that included evacuation, lockdown, bomb threat,

bushfire etc. and regular drills

In addition, specific training is conducted in:

Emergency Response for Wardens, Reception staff and the Emergency Control Group

Apply First Aid for those taking groups on camps, international tours or who volunteer

Preparatory School

A major focus for Preparatory School teachers was developing links with professional networks

through IPSHA Umbrella Groups. Through this affiliation, staff were provided with the opportunity

to participate in professional development related to pedagogy and curriculum. A number of staff

also attended North West Reggio Emilia network meetings and Twilight Evening.

Teachers also contributed to professional learning teams K-12 to facilitate greater understanding

of Teaching for Understanding and Making Thinking Visible. Selected staff also attended AIS

courses on Visible Thinking. Triads were formed across K-6 enabling peer observations and

reflective discussions. These were facilitated by the Director of Teaching and Learning and Ron

Ritchhardt during his time at the College. Many Preparatory staff also joined Strategic Intent

working groups to support the vision of the College as we work towards achievement of our

Towards 2020 vision.

Year 1 teachers facilitated the implementation of a new approach to spelling using the Words

Their Way program and shared with staff their experiences and evidence of student achievement

as we look to full implementation in 2014.

Representatives of the Preparatory School worked in collaboration with members of the Junior

School English Committee as we prepared to implement the Australian Curriculum English

Syllabus in 2014.

Two staff members were involved in the Partnership Program: Professional Exchange and

Mentoring Program travelling to Moree and Ballina to mentor beginning teachers. A reciprocal

visit was also undertaken where embedded practice could be observed within the Pymble

context.

Selected staff participated in the following courses:

Planning and Implementing for the English Syllabus 2014

Musical Intelligence K-2

Becoming an Accomplished Teacher

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Science and Technology Familiarisation K-6

Teaching Spelling K-3

We Teach Kids not Technology

PreLit and MiniLit Training

Planning and Programming for the New Science Curriculum K-6

Junior School

A number of Junior School teachers undertook the Harvard Graduate School of Education‟s

courses including Making Thinking Visible and Teaching for Understanding, working in teams

across the College. Many teachers also were part of professional learning teams which again

were comprised of staff across the College and furthered professional development in visible

thinking, teaching for understanding and the differentiated classroom. All Junior School staff took

part in peer observations and debriefing sessions which were completed in triad groups

facilitated by Ron Ritchhart during his time within the Junior School.

All staff attended professional learning sessions to prepare for the implementation of the

Australian Curriculum English Syllabus in 2014. Selected staff attended the NSW English

Syllabus Conference – Implementing the NSW Syllabus for the Australian Curriculum as well as

Practical Activities for English in the Middle Years from 2014.

The Teacher Librarian attended the ASLA National Conference The Curriculum Experience:

Connect Integrate Lead which highlighted the Teacher Librarian‟s role in the implementation of

the Australian Curriculum.

Representatives from Stages 2 and 3 and the English Co-ordinator completed training for the

spelling program Words Their Way preparing for implementation of the program in 2014.

Selected staff completed professional learning in the following courses:

3P Love of Learning Conference which focused on personalised learning, nurturing a

learning culture and enhancing communication.

History Teachers‟ Association of NSW Conference – History K-6 and the approach to

taking on this new thinking towards the curriculum and how to implement it.

Generation Next Mental Health Conference

Powering Up Your Inquiry Units presented by Kath Murdoch

Understanding Autism Spectrum Disorder

Middle Leaders Course run by the AIS

Assessment for Learning

Middle School

Middle School staff attended pastoral care conferences, workshops and school visits including

but not limited to:

Conferences:

21st Century Fluency Conference - Digital Citizenship ACEL

The Annual MYSA Middle Years‟ Conference in Brisbane

AIS Pastoral Conference 2013

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Positive Education Conference Knox Grammar School

Martin Seligman on Wellbeing at the Sydney Opera House

Introduction to Mindfulness Conference

Workshops

Regional MYSA meetings and workshops – three per year

NSSI Workshop - Tali Israelstam, Clinical Psychologist

Legal and Duty of Care obligations: What school leaders need to know about managing

mental health and broader issues in relation to students – Dr Michael Gordon, Clinical

Psychologist – Propsych

Schools’ Visits

Staff visited several Queensland schools

The main focus of the visit was to explore the early implementation of the Australian

Curriculum in Science, Mathematics, History and English.

Other areas that were explored with direct links to the Pymble 2020 vision were assessment practices, sustainability initiatives, pastoral care programs and school structures as well as innovative learning practices and spaces.

Upper School

In addition to internally provided experience, members of the Upper School Student Co-ordinator team have participated in the following professional learning experiences in support of their role as leaders of Pastoral Care.

Providing Feedback – Barker College

Mental Health and School – AIS

Flagship - AIS

Senior School

The Senior School Pastoral Care team engaged in a range of professional learning experiences.

The courses, seminars and workshops were undertaken to address directed Senior School

goals, as well as individual professional goals. Student Co-ordinators, the Deputy Head of

Senior School and Head of Senior School undertook a variety of professional learning

experiences including:

Mindmatters – Student empowerment

Mindmatters – Promoting positive mental health and wellbeing in the school community

Positive Psychology workshop conducted by Knox Grammar

AIS annual Pastoral Care conference

Warm Heart, Cool Head, Bright Future – Young Minds 2013

AIS Foundation Leadership Program

Legal and Duty of Care Obligations

Working with psychiatrist from Macquarie University regarding anxiety

Working with psychologist regarding self-harm

Coaching in education workshops

As a result of the commitment to these professional learning experiences, the staff members

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involved were able to enhance collective awareness of current trends in Pastoral Care and more

effectively target specific concerns and Stage 6 specific issues for adolescent students.

Curriculum

Aboriginal Studies

Professional learning and development continues in the area of Aboriginal Studies with

attendance at two key conferences in 2013: Educating Aboriginal and Torres Strait Islander

Students in Independent Schools and Embedding Aboriginal Issues in Key Learning Areas. In

addition, staff were regular attendees at the Teachers and Supporters of Indigenous Students

group to plan events for students and to discuss different challenges for Indigenous students in

independent schools.

Classics

The Classics Department continues its strong involvement in the Classical Languages Teachers

Association Inc, hosting the Year 9 Reading Competition and taking part in other activities with

professional colleagues, such as the annual weekend camp in Year 8. Two members of the

Classics Department attended the HSC Latin Study Seminar in June.

In 2013 the CLTA invited Ann Rogerson from the University of Sydney, the current Chief

Examiner in Latin, to present her research on the best available texts for HSC study. Pymble

teachers contributed to surveys held by the BOS on preferred Classical Greek and Latin texts,

and the Head of Classics was invited by the BOS to be a member of a small committee to

prescribe Greek texts early in 2013 and also a committee for Latin texts which met in November

2013 and is continuing to meet in 2014.

The Head of Department was asked to contribute a chapter to Language Teachers‟ Narrative of

Practice, edited by Lesley Harbon and Robyn Maloney, of Sydney and Macquarie Universities

Faculties of Education respectively. The chapter was entitled “Audio, Video, Disco – Listening,

Watching and Learning as a Classics Teacher in Australia”. The book was published in 2013 by

Cambridge Scholars Publishing.

In addition the Head of Classics was invited to present a paper at the annual conference of the

Association for Latin Teaching (UK) in July 2013: http://www.arlt.co.uk/2013.html. The paper

was entitled “Creating School Partnerships through Classical Drama” and was delivered, as an

experiment, using Skype. The talk can be seen through a link on the website cited above. It was

well received and received a favourable mention in the journal of the Joint Association of

Classics Teachers (UK).

Drama/Dance

The Drama/Dance Department were involved in a variety of Professional Learning activities.

A faculty member travelled to New York, exploring how media can be used to enhance learning

for staff and students – this included visits to The Calhoun School, Riverdale Country School and

the Tisch Film School. To develop her skills in teaching HSC Drama, she attended a workshop,

Teaching Essay Writing for the HSC and the AIS Drama Conference, which examined Band 6

samples for Group Devised playbuilding, costume design and essay writing.

Another teacher participated in an InterPlay summer workshop to develop her capacity as a

http://www.arlt.co.uk/2013.html

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Drama teacher. This three day program focused on personal improvisational skills and

knowledge, voice and movement, and leadership skills.

A Dance teacher attended a conference focusing on the National Curriculum to prepare for the

Curriculum changes. This conference also included a strong focus on Indigenous Dance. To

develop her repertoire, she also attended an International Dancers Workshop in Melbourne,

being taught a variety of styles and training techniques, including Hip Hop taught by top

choreographers from the United States.

Another department member led the development of a range of experiential learning tools to aid

Thinking for Learning. Fundamental to this, were many Professional Learning discussions with

key staff members and external experts focusing on Culture of Thinking. This improved

knowledge and understanding of best classroom practice, resulted in the collaborative planning

and development of Teaching and Learning programs, units of work and assessment, providing

differentiated learning approaches to meet the students‟ needs, capabilities and interests in light

of the 2020 vision.

Economics

Members of the Economic Department attended Ron Rickard‟s presentations held at the College

for all staff. They emphasised the importance of student feedback and the use of visual

techniques in the classroom. Some staff participated in more specific group sessions in particular

Making Thinking Visible 2 (MTV 2) during which attendees displayed and discussed some of the

Visible Thinking Routines that had been implemented in classes.

Other more content focused conferences were attended including:

ELC Economics Teachers Conference 2013

Academic Attainment Professional Development Conference 2013

Collaboration with Ravenswood School for Girls was undertaken to draw on their experience of

developing and refining the running of the Year 9 Commerce Market Day.

English

Teachers in the English Department have sustained a „Culture of Thinking‟ and „Teaching for

Understanding‟ focus with almost all having completed the courses through the Harvard

Graduate School of Education. The critical thinking strategies have been implemented in the

classroom to foster deeper inquiry and independence amongst students and garner the best

possible learning outcomes and the process of implementing the Australian Curriculum at Stages

4 and 5 has been enhanced by this innovation and practice.

Participation in Professional Learning Teams has been high and regular. In these forums,

teachers have been afforded the opportunity to discuss and evaluate Teaching for Understanding

and Visible Thinking principles. This has been augmented by time spent with Ron Ritchard.

One teacher is currently undertaking post-graduate work toward achieving her PhD, the focus of

which has enabled her to share research findings with the Stage 6 teachers (This was

particularly pertinent for our studies of Shakespeare and The Renaissance and Jane Austen).

Another is in the process of attaining her Masters Degree.

Another teacher achieved a College grant to visit The Calhoun School in New York. Her

observation of classes and access to the innovative and challenging teaching program devised

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by staff there was an invaluable opportunity. One of the outcomes has been the implementation

of The Philosophy Project in Year 7, delivered and conducted through the Year 7 English

teachers.

We were lucky enough to enjoy the opportunity to work again with Eileen Chong, who visited us

from The Red Room Company to work with Year 9 students on their poetry writing skills and with

teachers on strategies for inspiring students to risk-take, experiment with and write poetry.

The teacher accreditation process has been undertaken by numerous teachers in the department with two working to attain Professional Excellence standards. Teachers have been involved in State-wide mentoring programs, writing articles for professional journals, presenting at ETA and AIS conferences, HSC Marking for Extension 2, 1 and Advanced Course Modules and Electives.

Geography/Legal Studies

The Geography and Legal Studies staff were actively involved in attending professional

development courses in order to develop contemporary and innovative lessons to students.

Several staff were involved in attending courses offered by professional teaching associations

including the Legal Studies and Geography. Pymble staff were involved in the CSSA

Examination Convenors Conference and the setting of the CSSA Trial Geography Examination

which requires many after school hours of research and presentation.

Geography staff also sought higher attainments through professional recognition. A member of

the department achieved the level of Experience Teacher through the Teacher Accreditation

Scheme run by the Association of Independent Schools. Such attainments recognised the

involvement in professional learning and the achievement of teacher standards.

A valuable professional development opportunity is HSC marking where standards, practices and

approaches to teaching are discussed. The department had representation at the 2013 HSC

Legal Studies Marking Centre.

The Geography staff also participated in professional development course run through the

College with staff members participating in the Harvard Teaching for Understanding course.

History

With the implementation dates for the National History Curriculum fast approaching, the History

Department has been involved in a wide range of professional development activities, including

those provided by external operators, internal professional learning groups co-ordinated by the

Director of Teaching and Learning and focus groups at Departmental level. Our focus for 2013

has been two fold – subject specific: improving subject knowledge, and developing strategies for

independent, inquiry based learning.

All staff have participated in at least one (in most cases more) externally provided courses,

including the annual National History Teachers‟ Conference which was held over three days in

the April holidays in Canberra. The focus of this Conference was the new National Curriculum

and it provided excellent insight into the new courses and the opportunity to meet and discuss

with teachers from all over Australia. Further opportunities were provided to teachers who

attended the Annual AIS History Conference in March. Non subject specific courses were also

attended, for example, the Ron Ritchhart – Making Thinking Visible three part AIS course, the

online Harvard Teaching for Understanding 1 course and Differentiation in the Classroom. As a

part of incorporating the Cross Curriculum Priorities into the new programs, one member of staff

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attended Embedding Indigenous Content into the Curriculum.

Professional development through the new professional learning groups has also been a major

area of engagement in History this year with most staff members signing up to a number of

groups, with the aim of improving and further developing professional practice. Within the

History department there has been a focus on student centred learning and explicit differentiation

in the classroom, thus the Differentiation group and the Discourse group provided excellent

opportunities to meet and discuss, observe ideas and strategies with colleagues from different

departments across the entire College.

On a Departmental level there has been a high level of co-operation between staff as we have

divided into teams to facilitate the development of units for Years 8 and 9. As a part of the goal

for moving towards E learning we have been working closely with the IT department and

Jacaranda publishers to master the interactive text books that we have chosen to use in Stages

4 and 5. In addition we are moving to the virtual classroom, with the aim of going paperless in

2014. Thus training has been essential.

We have hosted visiting experts such as Denis Mootz (ex-President of the NSW History

Teachers‟ Association and author) who spent time working with Year 8 teachers to develop a unit

on Angkor. Two staff members had travelled with Denis to Cambodia and Laos during the

2012/13 Christmas break, which was a valuable learning experience.

In addition we have one staff member this year undertaking the Experienced Teacher

accreditation process and another attending subject specific in-service and courses as she works

to move into teaching Ancient History. This also involves teacher/classroom observations and

collaboration with the Ancient History teachers to develop a clear understanding of the Stage 6

course. We also continue to supervise practicum students from a number of different

universities.

Library

The Teacher Librarians‟ focus was on consolidating the Culture of Thinking professional

development undertaken in 2012 by participating in school-based Professional Learning Teams

and the Teaching For Understanding Differentiation course. Staff participated in the Action

Research and Teaching for Understanding groups. The outcome of participation in the various

Culture of Thinking courses was that Library was able to create collaborative units of work,

participate in Programming Days, as well as collaborate in a cross-curricular program.

To keep abreast of the profession and the new Australian Curriculum, staff attended Term

Meetings, the Teacher-Librarian Conference and Syba Signs The Australian Curriculum:

Developing a Guided Inquiry and Web 2.0 Approach. Three staff members participated in

Planning and Preparing for the RDA – the new cataloguing system.

Mathematics

The Mathematics Department has been actively engaged in professional learning programs

throughout 2013. The focus of the professional development has been embedding an

investigative approach to Mathematics based on the Australian Curriculum and to equip teachers

with strategies to present students with authentic and engaging tasks that encourage a problem

solving approach.

The professional development has been designed and implemented by Charles Lovitt and Doug

Williams who are highly acclaimed Mathematics consultants. Ron Ritchard from Harvard

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University has also given valuable assistance to the Mathematics staff in developing different

classroom routines and thinking strategies. Classroom strategies have encouraged students to

work in groups, think creatively and apply a range of problem solving strategies to solve a

problem.

Two staff members were invited to speak at the prestigious Association of Mathematics Teachers

in the UK and both members of staff were involved in other professional activities in the UK and

Singapore.

The Mathematics staff also participated in an Online Stanford University Mathematics course

organised by Professor Jo Boaler which offered important new research ideas on learning, the

brain, and mathematics that can transform students‟ experiences.

Teachers have also participated in a number of very valuable external professional development

courses that looked at ICT, differentiation, assessment, IPADS, numeracy, Australian Curriculum

and many specific curriculum courses organised by the AIS and the Mathematics Association of

NSW.

Modern Languages

Modern Languages teachers continued their involvement in a variety of professional

development and professional leadership events. Pymble Modern Language teachers

participate extensively in Board of Studies events from the setting of the HSC Languages

Examinations to marking and standard settings of examinations.

One staff member has been reappointed as Chief Examining Officer for the HSC German

Beginners Examination. Two other staff members were examiners, markers and standard setters

for their respective languages.

The Modern Languages teaching team also collaborates annually with a number of local private

schools to organise Language Days for specific year groups at Pymble and at the other local

schools. In 2013, Pymble students of languages attended Years 7 and 8 Chinese Language

days, Year 10 French day, Year 11 German day, Year 12 French, Italian, German and Japanese

Speaking Skills Days.

Modern Language teachers continued their involvement in Pymble’s professional development

initiatives. Furthermore, as a team they developed a number of Visible Thinking activities in each

of the languages taught at Pymble and continued to investigate and refine the application of

Assessment for Learning techniques in Years 7 and 8 formative assessments.

Modern Language teachers‟ involvement in their respective language teachers‟ associations

increased. A number of teachers took part in the writing of trial examination papers, presented

workshops at languages teachers‟ conferences and students‟ study skills days.

Music

Professional learning and improved teaching practice have been a key focus for the Music

Department over the course of 2013.

Staff members have engaged in the opportunities presented to them by the College internally

through professional learning groups and courses in line with the Harvard „Visible Thinking‟

model. As a faculty, they have taken part in Innovative Planning Days working together to create

new programs and units of work that are engaging and promote deeper thinking and

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comprehension.

One staff member completed their teacher accreditation at the level of Professional Competence

while another commenced their work on accreditation at the level of Professional

Accomplishment. Teachers have also attended forums outside of the College that deal

specifically with the implementation of Music Curriculum in secondary schools. The Sydney

Symphony Orchestra offer seminars hosted by prominent Music educators that accompany the

concert series attended by our students. The information presented in these workshops provides

resources and techniques that are essential to a holistic concert going experience. Australian

Music Day was once again held at the Methodist Ladies College, Burwood campus and always

provides a valuable insight to innovations in Music Education that is beneficial to the staff and

students in attendance.

Music remains at the forefront of technological advancement and the race to keep up with

innovation is always a matter of high importance for the Music Department. This year two staff

members attended the MTEC conference held in Melbourne. This event is a showcase of

developments in music education technology. Each seminar is an opportunity to trial new

products, gather resources and develop connections with other music educators. The faculty

hosted visits by Turramurra Music, Ray Partridge and Kate Hargreaves, all assisting to

implement aspects of technology into the curriculum. Ray is a recognised authority on several

pieces of Music Software whilst Kate is the Director of MusicEdu, a company that produces an

innovative online text that our Years 8 and 9 students use.

Pymble continues to invite prominent, professional musicians onto the campus to work with the

students. This provides an opportunity for all staff to benefit from their knowledge and expertise.

The Director of the Australian Brandenburg Orchestra Paul Dyer, was an inspirational guest. His

rehearsal technique was observed by all and the advice he gave on the interpretation of early

music has influenced the way in which we teach this music in class and conduct it in ensembles.

Singer, Performer, Lecturer Francine Bell and harpsichordist Anne Gardiner also provided similar

experiences.

Staff members also regularly engage in less formal relationships with educators such as Katie

Wardrobe, Samuel Wright and James Humberstone via social media and online forums that

further their skills and increase their effectiveness as teachers.

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PDHPE

Staff members have been involved in a variety of professional learning teams at the College.

This has resulted in the development of innovative learning experiences that foster deep thinking

amongst students. Three PDHPE teachers shared learning activities that focus on Visible

Thinking and Creative Problem Solving in PDHPE with colleagues at Staff Days.

Several PDHPE staff members were involved in presenting Professional Development courses.

Five staff members presented Visible Thinking in PDHPE at the NSWPDHPETA Conference.

Two staff members presented a Making Thinking Visible in PDHPE course for Teacher Training

Australia. Two staff members lectured for ACHPER at PDHPE HSC enrichment days and one

lectured for HSC in the Holidays PDHPE revision day.

The annual NSW PDHPE Teachers Association conference was attended by five staff members.

This provided them with a range of new resources and learning activities. Two staff members

attended the ACHPER International Conference in Melbourne which supported teacher

understanding of the HPE Australian Curriculum.

PDHPE staff continue to improve their professional practice through seeking higher accreditation.

A staff member has achieved the level of Experienced Teacher through the Teacher

Accreditation Scheme run by the Association of Independent Schools.

One staff member is currently undertaking post-graduate work towards achieving his PhD. The

research findings he has shared with PDHPE staff members have contributed to effective

assessment and feedback practices in PDHPE. This has also made him a valuable member of

the Assessment, Feedback and Reporting Strategic Intent Group at the College.

Many courses were undertaken through external providers to enhance student outcomes in

PDHPE. One teacher completed the „Building confident, focused and positive teens‟ course, two

teachers attended a HSC Marking Simulation course to improve results in Stage 6 PDHPE and

one staff member participated in HSC marking.

Religious Education

The Chaplains and Religious Education teachers participated in a number of Professional

Learning opportunities throughout 2013, building on their subject knowledge, enriching their

classroom practice and influencing approaches to many aspects of College life.

All four members of the department attended the Uniting Church Australia School Chaplains and

RE Teachers Conference Day, where they liaised with their counterparts in UCA schools across

the NSW region. Ideas were shared in relation to the objectives and direction of Religious

Education and Chaplaincy in a Uniting Church School. The Chaplains also participated in the

UCA School Chaplains‟ Retreat in Mt Victoria.

In order to develop subject knowledge of the current Studies of Religion program, two Religious

Education teachers attended the Studies of Religion conference focusing on „Dynamic Living

Religion: Origin, Renewal and Revival‟; this offered material and support for the units on Nature

of Religion and Spiritualties. In addition, one member attended a number of Newington College‟s

Ethics Lectures: „The Ethics of Judging‟ and „What makes a life worth living?‟, which deepened

her understanding of contemporary moral issues, and following a departmental debrief,

supplemented the objectives of the Year 10 program of study (Ethics). Another member attended

talks hosted by the Sydney Opera House pertaining to religion in the 21st century in order to

generate ideas for the Years 7-10 syllabi („We need to talk about Islam‟ and „Church & State:

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Religion and Politics‟).

There were also student centred activities that staff organised, and consequentially benefitted

from, in terms of sharing ideas and practice. Two staff members hosted the annual OneWorld

WonTok Conference, which encouraged teachers and students to focus on the Millennium

Development Goals. Students were then required to think critically in small groups and exercise

problem solving skills as they discussed and evaluated certain challenges throughout the day.

Later that month two members of staff, along with 10 students, attended Shalom College‟s

(UNSW) Respect, Understanding and Acceptance Conference to generate interfaith dialogue on

issues of race, religion and discrimination.

With regards to classroom practice, two staff members participated in the College‟s „Making

Thinking‟ Visible‟ program, where specific protocols for encouraging thinking skills were

evaluated. As a result, thinking strategies are now employed in all K-12 programs.

Science

Staff in the Science Faculty were involved in a variety of professional development opportunities

in 2013. One program was the AIS National Partnerships Mentoring, a program that matches

experienced teachers with less experienced teachers in rural independent schools.

As part of the College‟s interest in sustainability, two staff attended a course on Whole School

Sustainability.

One staff member attended the MYSA International Conference and participated in school visits

in Queensland.

To aid implementation of the Australian Curriculum we were involved in learning about and using

Appretio, an online professional growth tool developed by the AIS.

Maximising Learning in Science through ICT and at UTS Kuringai, an Engaging Students in

Learning Science and Maths workshop were attended to gain ideas on how to further engage

students in Science. Subject area information was gained at the Professional Development

Program at the Human Disease Museum at UNSW, at the AIS course, „Issues and Investigations

for Contemporary Biology‟ and the Science Teachers‟ Forum held at the University of Sydney.

The Science staff continue to develop their skills in Teaching for Understanding and Visible

thinking by completing Harvard online courses in Teaching for Understanding and a two day

course at the AIS on Making Thinking Visible. Two staff also attended the PBL World Conference

hosted by the Catholic Education Office, Parramatta and facilitated by the Buck Institute,

California.

Our staff undertaking accreditation attended the Experienced Teacher Accreditation:

Professional Support Session.

Our Laboratory staff attended the 2013 SLAMN (Science Laboratory Assistants Metropolitan

Network) Conference and AIS run Into the Future with GHS & Work Health and Safety New

Rules for Schools.

Sport and Activities

The staff in our co-curricular programs enriched their learning through attending and gaining the following:

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2013 Annual Gymnastics Conference

ASCTA CONVENTION (Swimming Australia Conference)

Australian Fitness Academy – Cert III in Fitness

Australian Strength and Conditioning Association – Level 1

Cert III and IV in Fitness.

Certificate III in Fitness

Child Protection Training

CPR and Anaphylaxis Training

Elite Gymnastics Conference

IGSSA Conference

Launch Pad Workshop

Level 1 strength and conditioning

MPIO Officer

Netball NSW coaches clinic - one day course

Northern Region Workshop

Pool Lifeguard Update through Royal Life Saving Society Australia

Warden Training

Student Support Services

1. Learning Support

Affecting Effective Outcomes – Language, Learning and Literacy- CHERI - Westmead.

Looking at latest research findings in literacy difficulties and effective literacy education

Cocktail Conversations: ESL teachers in the secondary school setting

Creating language friendly secondary classrooms - Looking at strategies to assist

students‟ access language in mainstream settings.

Differentiating Instruction: Strategies for Effective Classroom Practice (Harvard)

A 14 week online course requiring practical and theoretical research into differentiating

instruction to meet a variety of educational needs and purposes.

Developing Executive Functional Skills in Students (TTA)

This course provided an overview of those inter-related executive functions responsible

for purposeful goal setting, problem solving behaviours that enable student to interact

and adjust to her environment. It looked at students with executive functioning difficulties

and also exploring strategies to assist them.

Intergrating Ipads in your classroom: Learning Support and Special Ed.

Internal: Professional Learning Group – Discourse – looking at classroom discourse

including triad classroom visits to explore language use in action.

LIN and LIEN course Learning to understand, assess and develop the mathematical thinking of the students. Learn about the interview process and then investigate the key numeracy areas of patterns and algebra, counting, place value, addition and subtraction and multiplication and division.

Mandatory Staff Training: Child Protection/Staff CPR/Fire + Lockdown

Master of Special Education This degree develops interest in special education and gives an appreciation for the dignity and rights of all people to learn, regardless of their physical or intellectual disabilities or other special needs.

Multilit training 1 day course Friday 15th November. Training in teaching phonetic

reading skills to students at risk, and guided reading strategies using pause, prompt,

praise. Supports material and programs in use at school and utilised skills throughout

Term 4.

Ongoing Doctoral work in Education.

Postgraduate certificate of Learning Difficulties Support – completed

Allows you to acquire the knowledge and skills to effectively instruct students with special

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education needs, and features a dedicated unit for effective literacy instruction and numeracy instruction. Acquisition of instructional methods and approaches that have broad application and will provide you with a foundation for contemporary special education.

Professional Learning Team: Puzzles of Practice

This group has been running for a year and involves using the Instructional Rounds

model to undertake structured learning walks and analyse data collected on these walks.

The information collected serves to inform future professional learning.

Professional Learning Team-Differentiation

Senior First Aid – one day course

Task Design for Secondary ESL

2. Junior School

Leading reading assessment for reading instruction – 1 day

one IPSHA meeting on funding

three IPSHA meetings

CHERI conference - one day

IPSHA meeting on funding

Meeting the needs of diverse learners K-6

Middle leadership AIS - two days

PETA conference - one day

PETA course on grammar - beyond the clause

Positive schools conference - two days

Role of primary ESL teacher

St Lucy‟s –behaviour planning-one day

Teaching language and literacy through literature

Tony Attwood-Autism Spectrum

Visible thinking

3. Preparatory School

Addressing Non-Melancholic Depression in the Anxious Worrier and the Perfectionist. Black Dog Institute

Advances in Cognitive Assessment Workshop – Cross-Battery Assessment and Learning Disability Diagnosis (one day)

AIS Counsellors Conference 2013 “Counselling NOW!” two days

CHERI Conference (The Children‟s Hospital at Westmead Education Research Unit) – Achieving Effective Outcomes: Language, Learning and Literacy (two days)

Explicit Strategies for reading comprehension(PETAA)

Group Supervision for the Pymble team of Psychologists and Counsellors one hour per fortnight

IPSHA Gifted and Talented- one afternoon

IPSHA Learning Support Umbrella Group - three meetings afternoons

IPSHA Maths – new curriculum

Legal Obligations: What School Leaders Need to Know about Managing Mental Health and Broader Issues in Relation to Students (Dr Michael Gordon) (one day)

MuliLit - PreLit course all day

Prelit, (Multilit) six hours

Professional Supervision (required for maintaining registration with Psychology Board of Australia AHPRA) with Lizette Campbell (Chair of Educational and Development Psychologists) four sessions of 1 ½ hours each on 9/4/13, 28/6/13, 29/10/13 and 26/11/13

Reading assessment – Parramatta (full day)

http://pds.pymblelc.nsw.edu.au/StaffStatus.jsp

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Technology and Applied Studies (TAS)

Staff members embraced a wide range of professional development opportunities in 2013.

Individuals attended a host of sessions, conferences and presentations. Department meetings,

peer mentoring and casual conversations proved to be an effective way to share knowledge and

build confidence in implementing new ideas and enhancing the outcomes for students.

The College provided a number of professional learning opportunities of which team members

took advantage. In particular, Ron Ritchhart provided inspiration for a unit using the flipped

classroom while the Library and IT Department had input through the innovative project scheme.

This resulted in the rewriting of two new units in the Mandatory Technology course. Three staff

members joined professional learning teams and effectively communicated their learning to

colleagues and students.

Upgrading of Hospitality skills was a major focus in the latter part of the year, with six staff

members furthering their Commercial Cookery and Food and Beverage qualifications. The

process involved the completion of multiple units of work, documentation of industry involvement

and, for some staff members, additional work placement. This process was enhanced by the

College‟s Artist in Residence Program which gave staff one on one access over a period of a

week to acclaimed chef, Justin North. Other visiting chefs, including Damian Heads and Jeff

Turnbull provided further opportunities for Hospitality teachers to update their industry

knowledge.

The Department has maintained a close relationship with the two peak professional associations

for TAS teachers: the Technology Educators‟ Association and the Home Economics Association

of Australia. Attendance at conferences, meetings and circulation of journals allowed team

members to remain up to date with developments in TAS subjects and provided inspiration for

the delivery of curriculum.

Ongoing involvement with the Board of Studies has assisted the department in remaining abreast

of curriculum developments. Several department members have been involved with committees

and HSC marking and judging. Board bulletins and updates also proved to be invaluable

sources of information.

Visual Arts

The Visual Arts Department participated in a diverse range of courses, conferences and

professional association workshops. Staff members attended events such as BOS HSC

Practical Professional Learning Day in service and the AIS Conference at the Museum of

Contemporary Art. The focus of the conference was contemporary art practice supported by

artist‟s talks and the use of technology in the classroom. Pymble staff were also involved in

workshops at the AGNSW, MCA, NGA and the Chinese Gardens in preparation for excursions

for Secondary Visual Arts students. Two learning strategies workshops for the Visual Arts

Department with Ron Ritchhardt were completed to strengthen teachers‟ approaches to learning

skills. Workshop time with Frank Crawford was also attended by staff members. Two staff

members participated in Strategic Intent Committees: Review of Pastoral Care and Sustainability

and NAPLAN workshops.

Three staff attended the Animal Logic Educators Evening which has a strong connection to the

new Photography and Digital Media course introduced in 2013. Four staff members attended a

weekend drawing work with Jenny Sages at Mosman Gallery. Artist talks and demonstrations by

Artists in Residence, Brian Robinson, guest artist for K-12 and Tim Allen, Year 11 Art Camp

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TEACHERS PROFESSIONAL LEARNING

1 JANUARY TO 31 DECEMBER 2013

Description Amount

( $ )

Salaries - Co-ordinator Professional Learning 13,986

Salaries - permanent relief 24,598

Library – Teacher resource texts 29,266

Library - Periodicals 8,106

Library - Teaching and Learning software 18,043

Salaries - BOS relief 16,765

Staff development and Training 128,320

Travel Allowance Staff Development

31,484

Total 270,568

Teaching Staff Full time equivalents

197.1

Average Expenditure per Teacher 1,373

TEACHER STANDARDS 2013

Category Number of Teachers

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

215

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

0

Teachers who do not have qualifications as described (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

0

Total 215

artist, strengthened and informed all staff on art practice and workshop strategies.

The Visual Arts staff continues to enhance their understanding and use of new technology,

media and skills related to a Visual Arts education by formal and informal study opportunities to

support their students in a rapidly changing world. They also embrace new directions in how to

better develop their teaching practice and learning opportunities for the students.

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REPORTING AREA 6: Workforce Composition, including Indigenous

WORKFORCE COMPOSITION

Teaching Staff 213

Teaching Staff (Indigenous) 1

Teaching Staff – Full time equivalents (FTE) 196.4

Operational Staff 101

Operational Staff (Indigenous) 0

Operational Staff – Full time equivalents (FTE) 83.9

Total Staff 316

Operational Staff consists of the following:

Administration

After School Care

Boarding

Co-curricular (Sport Related)

Finance

Health Care

Human Resources

I.C.T.

Marketing, Communications and Enrolments

Property

Risk and Compliance

Student Support Services

Technicians (Library, Science, TAS and Visual Arts)

Theatre Staff

Positions held by Indigenous staff:

PDHPE Teacher - employed full-time since November 2006.

Please follow the link to MySchool website for further information on the numbers of teaching staff.



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REPORTING AREA 7: Student Attendance and Management of Non-Attendance, Secondary Retention

ANNUAL ATTENDANCE REPORT 2013

School Class Percentage

Preparatory

Kindergarten 97.00

Year 01 98.15

Year 02 99.01

Junior

Year 03 99.63

Year 04 99.81

Year 05 99.53

Year 06 99.20

Middle

Year 07 99.26

Year 08 99.34

Upper

Year 09 99.31

Year 10 99.23

Senior

Year 11 99.66

Year 12 99.60

Attendance Summary Calculation Assumptions

Secondary School

Students are calculated as present even if they are present for a single period in a day

Students are calculated as present if they have notified their absence to the school

Students are calculated as present if they are in school related leave

Year 12 Students attendance is calculated only for Term 1, Term 2 and Term 3

Attendance is calculated only for school days

Preparatory and Junior Schools

Students are calculated as present even if they are present for a single period in a day

Students are calculated as present if they have notified their absence to the school

Attendance is calculated only for school days

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Retention Rates

95.5% of the 2011 Year 10 cohort completed Year 12 in 2013. The retention rate is higher than that

for 2012.

Please follow the link to the MySchool website for further information on student attendance:


PROGRAMS TO MONITOR ATTENDANCE

Attendance Policy

Rationale

Pymble Ladies‟ College (the College) is committed to ensuring the safety and well-being of its students and complying with the requirements of the Education Act 1990, to keep a register of enrolments and monitor the daily attendances of students at the College.

It is therefore extremely important that staff comply with the policy and procedures pertaining to the marking of rolls as they are legal documents and may be required to be produced in court.

The purpose of this policy is to provide an overview of the systems for recording enrolments and monitoring student attendance at the College.

Scope

This policy applies to enrolment co-ordinators, all teaching staff including relief staff, parents and students.

This policy should be read in conjunction with the Attendance Procedure.

Definitions

Nil

Policy

The College maintains a register of enrolments.

The College monitors the daily attendance and absence of students in the College by maintaining a daily register for each class of students.

Student absences from classes or from the College are identified and recorded in a consistent manner by the staff member responsible for the roll class using the code approved by the Minister for Education.

Attendance registers are moved off-site for storage at regular intervals.

Unexplained absences from classes of the College are followed up in an appropriate manner with the student and/or their parent or guardian.

The College notifies parents and/or guardians in an appropriate manner where a student has a poor record of College or class attendance.


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Where unsatisfactory class or College attendance is identified, the attendance issue and any action taken are recorded, as appropriate, on the student file.

The register of enrolments is maintained for at least five years before archiving and the register of attendances for a student is retained for at least seven years after the last entry was made in respect of the student.

Where the parents or guardians of a student of compulsory school age seek an exemption from attendance at school or an exemption from enrolment, the College will process the parent‟s application in accordance with the guidelines from NSW Department of Education and Communities and in line with the Enrolment Contract.

This policy is not intended to extend responsibilities of the College beyond the law.

The College reserves the right to change or modify this policy at any time by notice on the College website.

Attendance Procedure

A - Student Enrolment Registers

The Enrolments Department is responsible for maintaining the enrolment register.

The following information for each student is recorded:

student name, age and address

name and contact details of parents/ guardians

date of enrolment, date of leaving the College and the destination if known

the previous school attended or pre-enrolment situation for students older than six (6) years old.

If a student under 17 years of age leaves without notifying the College of her destination, then the Enrolments Manager must notify the Heads of Schools who will notify a Department of Education and Training officer with home liaison responsibilities to inform them of the student‟s name, age and last known address.

This information is stored in MAZE, the College management system.

Access to this information is restricted to the Principal, Deputy Principal/Dean of Students, Heads of School, Deputy Heads of School, Enrolments Managers and Administrative Assistants.

B - Student Attendance

The College records and stores information in a database using the online student attendance systems, called Rollcall and Maze.

Class rolls are marked through the College Portal.

Lates and absences that are notified via the absentee lines are marked in the web based system by administrative staff in the Academic Administrative office.

Entry and exits during the day are marked using the Rollcall system at the appropriate student office.

When a student attends the Health Care Centre, they are marked as attending the centre by the Health Care Centre staff.

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All information regarding lates, entry/exit and Health Care Centre are available from the one screen. The system provides extensive reporting and history details which can be used for following up unexplained absences.

A daily summary is available to monitor and show student attendance patterns.

An automatic email is sent to the Heads of Department and the Deputy Principal/Dean of Students at the end of the day that provides a summary of unmarked rolls and partially marked rolls.

An automatic email is sent to teachers when a roll has not been marked for a period.

Storage of attendance data

Attendance data is backed up on a daily basis and the records are stored off-site on a weekly basis in accordance with the requirements of the Board of Studies.

1. Roll Marking

Rolls are set up for classes, using the class code and number.

In the Preparatory School rolls are marked between 9.00am – 9.30am daily by class teachers.

In the Junior School, the rolls are marked twice a day, in Roll Call (8.15am – 8.25am) and at the end of lunch (1.30pm – 2.00pm).

In the Secondary School, the roll is marked within the first fifteen (15) minutes of each class.

If students in Years 11 and 12 have a study period, they sign in at the kiosk in the Senior School Office.

If the appropriate system is inaccessible for any reason, hard copy lists of absentees are sent to the School Office for Period 1 where the Administrative Assistants enter the information.

This list will be used to provide current information in the event of an emergency.

In the Secondary School, for periods 2, 3, 4 and 5 staff keep a record of the students absent and complete the electronic roll for the lesson once access is restored.

2. Student Absence Procedures

Each School has an absentee line and Parents are required to use the absentee line before

9.00am to notify the College if their daughter is to be absent.

The relevant Administrative Assistants enter this information and the reason for the absence

into the system.

In the event of an absence or late arrival of a student, the parent/guardian of the student will

be notified via an automated SMS to their mobile telephone contact and provided with the

reason given by the student. Refer to Appendix 1 – Student Attendance Flow Chart.

The parent/guardian is advised to disregard the SMS if a reason has already been reported

to the relevant absence line or they are aware of a sport, music or other activity their

daughter is undertaking.

If a parent/guardian wishes to update their contact details with the College they can phone

+612 9855 7799 or alternatively complete the Change of Details Form which is available from

the MyPymble area of the College website.

Partial absences or anomalies in attendance will be followed up on the day or the following

day if it occurs late in the day, by the:

o Student Co-ordinator in the Secondary School

o Head of School in the Junior or Preparatory Schools

Extended or unexplained absences will be notified to the Heads of Schools. The College will

endeavour to make contact with the parents or emergency contacts to ascertain the reason.

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If contact cannot be made with the parent or emergency contact, the Deputy Principal/Dean

of Students is notified to determine the appropriate course of action.

Parents/guardians are requested to seek leave of absence in writing from the Head of School

prior to any known leave, including appointments, holidays, funerals etc. If the student is a

boarder, the Head of School will consult with the Director of Boarding before final approval is

granted. The School Administrative Assistant will enter this information and it is recorded as

an absence. Notes should be retained in the student‟s file.

The College requests parents/guardians to make appointments such as medical or dental

etc. outside of normal College hours and to avoid taking extended leave outside of scheduled

College holidays. However the College recognises that at times circumstances are such that

this is not possible. Parents/guardians should consult with the Heads of School as early as

possible on these occasions.

Late Arrivals and Early Departures

Students arriving after the roll has been marked are to go to the relevant school office where

the Administrative Assistant will enter the information. Late arrivals without explanation are

given a late slip.

Students needing to leave early must be collected from the relevant school office by the

parent/guardian. The Administrative Assistant will enter the departure into the system.

If any student is ill and has to go home from the Health Care Centre, the time and reason is

entered on the roll from there.

In the Preparatory and Junior Schools, students needing to leave early must bring a note to

the school office and the absence will be entered into the system.

Parents must notify the Preparatory or Junior School Office of their arrival to collect their

daughter who must wait in a designated area.

Secondary School students must report to the office prior to departure and again upon return

to be signed in and out.

Excursions and Incursions

The process is the same for excursions and incursions.

When classes go on an excursion, the teacher in charge marks the roll before departing or a

paper copy is sent to the office.

Teachers enter the names of students on an excursion/event onto the Excursion Online

system.

Should a student be absent on the day and her parents have phoned, the Office will record

her absence as normal.

Absence for school-related reasons not organised by the College

Students requesting leave from the College for events such as elite sporting competitions, must do so through the Head of School. The person responsible for approving the leave is responsible for ensuring it is entered into the system and recorded as “College-related leave”.

Absence from Class

If a student is at school but absent from class because she is seeing another member of staff; her absence from her timetabled lesson should be entered on the electronic roll by the staff member she is with eg. Counsellor, Health Care Centre Nurse, Student Co-ordinator, Tertiary Advisor etc.

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It is the responsibility of the staff member who is with the student to account for her on the electronic roll. The Administrative Assistant in each office is able to assist with this process as necessary.

Rolls in Emergencies

The roll taken in the morning is used to generate roll lists which are used as checklists in the event

of an emergency. If the system is down, a hard copy of Pastoral Care groups in the Secondary

School and class groups in the Preparatory and Junior schools is located in the emergency

response kit in each school office.

Semester Reports

The number of days absent are transferred electronically into Semester reports.

Exemption from Attendance at School or an Exemption from Enrolment

Where the parents or guardians of a student of compulsory school ages seeks an exemption from attendance at school or an exemption from enrolment, the College will process the parents application in accordance with the guidelines from NSW Department of Education and Communities.

Parents will submit the application and supporting documentation, where requested, to the

Principal.

The College will send applications for over 100 days in a year to the Minister‟s delegate at

the Student Welfare Directorate, NSW Department of Education and Communities.

Application for under 100 days in a year or a request to leave school to undertake an

apprenticeship or traineeship will be considered by the College in line with the Enrolment

Contract.

The Principal will consider the application in accordance with the criteria in the guidelines

from the NSW Department of Education and Communities.

Where the application is supported, the Principal will provide the original exemption

certificate to the parents or guardians

Where the application is not supported, the Principal will notify the parents or guardians in

writing of the unsuccessful outcome using the format from the guidelines.

Copies of the application and exemption certificate or notification are kept on the student‟s

file.

The Minister‟s delegation and copies of exemption certificates will be filed in the College

attendance records.

Responsibilities

The Student Co-ordinator (Secondary School) and Class Teacher (Preparatory and Junior Schools) are responsible for tracking attendance and should:

check the roll daily and discuss any discrepancies with the appropriate Head of School

advise of any patterns of attendance which are of concern. For example a pattern of certain

days repeated, absences of more than three (3) days for which there is no personal

communication from the parents

collect completed late slips from the students and indicate the details of the lateness on the

rolls

having received an absent note, record the absence if this is not possible the note should be

passed on to the Head of School as appropriate

keep a record of unacceptable late arrivals.

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The Student Co-ordinators (Secondary School) and the Administrative Assistants (Preparatory and Junior Schools) are responsible for:

telephoning the parent/guardian of any student who is absent without notification, as soon as

possible after Period 1 or by the end of the day

following up concerns about individual student absences

discussing with the Pastoral Care Teacher/Class Teacher and following up with the

parent/guardian any situations where they suspect absences may not be legitimate, for

instance if friends are absent together and the College has not been notified.

The Heads of Department (Secondary School) and the Administrative Assistant (Preparatory and Junior Schools) are responsible for:

following up teachers who have not marked their rolls

advising the Deputy Principal/Dean of Students or Heads of School of those staff who

regularly forget to mark rolls.

The Heads of School are responsible for:

reporting students with over 30 days absence to the Deputy Principal/Dean of Students

referring a request for under 100 days of attendance in a year or a request from the parents

or guardians for a student of compulsory school age to leave school to undertake an

apprenticeship or traineeship, to the Deputy Principal/Dean of Students.

The Deputy Principal/Dean of Students is responsible for:

overseeing the process and implementing corrective action as required

advising the Principal of the name of any student who has been absent for more than 30

days so that the Mandatory Reporters Guide can be accessed to determine whether a report

is required to Community Services.

Co-ordinating applications for an exemption from school attendance of compulsory school

aged students in line with the guidelines from the NSW Department of Education and

Communities, and making recommendations to the Principal.

Notification to Parents

Attendance information will be conveyed to parents/guardians via the student diary and Parent Handbook.

Related Documents and Legislation

Education Act NSW 1990

Registered & Accredited Individual Non-Government Schools (NSW) Manual

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REPORTING AREA 8: Post School Destinations

In 2013, 258 students over the age of 17 years left the College.

All of these students matriculated as the Year 12 Class of 2013. 97% of these students received an

offer of place at a university that is managed by UAC.

This information shows that in 2013 no student left the College before matriculation to pursue

employment or vocational training.

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REPORTING AREA 9: Enrolment Policy and Characteristics of Student Body

Pymble Ladies‟ College (the College) is a school of the Uniting Church in Australia. The College

aims to provide the best possible educational outcomes for all students regardless of their religious

or cultural backgrounds.

The purpose of this policy is to establish a framework for the College to meet its statutory and

regulatory obligations.

Scope

This policy applies to all prospective and current students of the College, their Parent/Guardian and

to all staff involved in the enrolment process.

This policy should be read in conjunction with the Enrolment Procedure.

Definitions

Enrolment means a contract between the Parent/Guardian of a student and the College to provide

a course of education over a period of years.

Policy

The College is a single gender school catering to female students from Kindergarten to Year 12.

Full-time boarding is offered to students from Years 7 to 12.

Applications from all religious denominations or non-religious backgrounds will be considered. All

students, however, are to act in accordance with the College values and participate in the

education programs including religious and chapel services of the College.

The College is non-selective and students will be offered places or waitlisted according to the date

of receipt of the enrolment application. Preference may be given to the following categories:

siblings of currently enrolled students

daughters and granddaughters of past students

daughters of clergy members and staff

daughters of families on international or interstate transfer from similar schools

re-entering students

The College does not provide a Special Education Unit. Students with special needs or a disability

will be considered for enrolment in line with the Students with Special Needs and Disabilities Policy

and Procedure.

Applicants for whom English is not their first language, will be required to demonstrate their

proficiency in English and meet the determined proficiency levels.

Recipients of scholarships are not waitlisted and are provided direct entry.

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Students entering the College must meet the following age requirements by 1 June:

five (5) years for Kindergarten

eight (8) years for Year 3

ten (10) years for Year 5

The responsibilities of all parties and the terms and conditions of enrolment are set out on the

Enrolment Application Form which is signed by the Parent/Guardian at the time of enrolment

interview.

An offer of a place may be revoked or enrolment cancelled if correspondence is returned

unclaimed or if full and accurate disclosure of all relevant information about the student (including

special needs) is not made at all times, including once the student is in attendance at the College.

The College will meet all relevant State and Federal legislative requirements.

This policy is not intended to extend the responsibilities of the College beyond the law.

The College reserves the right to change or modify this policy at any time by notice on the College

website.

Procedure

This procedure should be read in conjunction with the Enrolment Policy. The Enrolment process for

the College is managed by the two Enrolment Managers.

Applications for Enrolment

1. Enrolment and information packages are forwarded to families on request.

2. Years of entry are Kindergarten, Years 3, 5, 7 and 11. If vacancies occur in other year levels,

applicants who are waitlisted for later years, or who were not offered a place earlier because

classes were filled, may be invited to express an interest in entering the College.

3. The Parent/Guardian must return the completed Application for Enrolment Form, with the

requested relevant documentation (eg copy of Birth Certificate, copy of passport with evidence

of resident status, recent school report if applicable, information regarding special needs,

family court orders etc) and the non-refundable Application Fee according to the current

Schedule of Fees detailed in the accompanying letter.

4. Applicant details are recorded on the Futures Database upon receipt of the Application form,

supporting documents, and payment of the required fee.

5. If Parent/Guardian has indicated that their daughter has special needs but have not provided

relevant information, the Enrolment Manager will contact them to do so. On receipt of that

information, it is forwarded to the Head of Student Support Services for consideration prior to

processing.

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6. Applications for a student with special needs or disabilities will be processed in accordance

with the Special Needs and Disabilities Policy.

7. For an applicant whose first language is not English:

If the student is entering the Preparatory School (Kindergarten to Year 2), a specific

English as an Additional Language – Dialect (EAL – (D)) program is provided.

It is a requirement for students entering Year 3 that the Junior School EAL (D) teacher is

present during the interview and conducts any testing deemed necessary to ascertain the

students level of English.

It is a requirement of application that students entering Junior (Years 4 to 6), Middle

(Years 7 and 8), Upper (Years 9 and 10) or Senior (Years 11 and 12) Schools provide a

certificate of the English Language Ability from the Australian Education assessment

Service (AEAS). The results must fall between Stanine 7 – 9 in each category before an

application will be processed. If the results are not to this standard the student must

undertake further external language tuition before sitting the AEAS test again to obtain the

required level. It is only at this stage that the application will be processed and the

interview appointment made.

8. A photocopy of a current Australian passport or visa and the relevant passport page documenting the student‟s date of permanent arrival in Australia will be supplied by the Parent/Guardian on the date of commencement at the College. These copies are forwarded to the Head of Student Support Services if the student‟s date of arrival into Australia is within the previous 6 months to enable application for Government funding.

9. If there are any concerns regarding an individual enrolment the Head of School will liaise with the Learning Support Co-ordinators.

If a prospective EAL (D) student is being interviewed by the Head of School, the Learning Support Co-ordinator will be present.

All EAL (D) enrolments are flagged by Enrolments following interview.

10. If there is a place available for the requested year, the Enrolment Manager will prepare a letter offering a provisionally confirmed place for the Principal to sign.

The letter is forwarded with payment details and a reply paid envelope. Payment of the non-

refundable Acceptance Fee within 30 days of receipt of the letter of offer or by the date

advised.

If the offer is not accepted the enrolment lapses.

11. If a place is not available, the Parent/Guardian is advised in writing that their daughter has

been waitlisted.

12. If the offer is accepted, the Acceptance Fee payment is forwarded to the Finance Department

for processing, the Futures Database is updated, and a receipt with an acknowledgement is

sent back to the Parent/Guardian. The student is then provisionally confirmed pending an

interview.

13. Once the provisionally confirmed place is accepted, the Parent/guardian may apply in writing

to transfer their daughter‟s year of entry. If there is a place available in the requested year the

enrolment and all fees paid are transferred. If there are no places available in the preferred

year, the enrolment is placed on a waitlist.

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The date of the original application will be deemed expired and the date of transfer will be

applied to the application in reference to the waitlist. A place in a different year of entry cannot

be guaranteed.

14. If the Parent/Guardian requests an early entry (accelerated learning) the College will request

that the Parent/Guardian provide a Psychometric Assessment Report. This report will then be

forwarded to the Head of Student Support Services for consideration. The Parent/Guardian

and the applicant will be invited to an interview with the Head of Student Support Services

prior to an offer of enrolment.

Final Enrolment Offer

1. Approximately two (2) years from the date of anticipated entry, the Parent/Guardian is asked to

advise whether they intend to proceed with the enrolment, cancel or transfer.

2. If the Parent/Guardian confirm their intention to proceed, an interview is scheduled for the

Parent/Guardian and student with the Principal or nominee and the respective Head of School.

If the student is to enter the Boarding School, the Director of Boarding will also be included in

the interview process.

3. During the interview, the responsibilities of all parties, expectations of the College and the

terms and conditions of enrolment are outlined.

4. Following a satisfactory interview, a letter of offer is sent to Parent/Guardian with payment

details of the non-refundable Entry Fee.

5. If the Parent/Guardian decides not to accept the offer within the designated time period, the

student next on the waitlist will be invited to an interview.

Enrolment Confirmation

The Parent/Guardian must sign the Conditions of Entry and Continuing Enrolment Form prior to the

student commencing.

Enrolment Cancellation

If the Parent/Guardian cancels the enrolment, the Enrolment Fees are non-refundable.

Conditions of Attendance

1. The student must abide by the Student Code of Behaviour and the rules of the College. The

Parent/Guardian is expected to support the College in matters relating to discipline,

attendance, the completion of prescribed work and the wearing of full uniform.

2. The prompt payment of fees and charges due in respect of the student are made within the

period stated on the invoice.

3. An overdue account fee may be added to any account which falls into arrears at such amount

as the College Council may from time to time determine.

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4. At least one school term‟s notice must be given to change the status of a boarder in Years 7 to

11.

Boarders are expected to remain boarders until the end of their studies in the respective year.

Requests to change from a boarder to a day student must be made in writing to the Principal.

A change from boarding to day may be granted subject to vacancies.

5. If a student is to be withdrawn from the College, at least one full term‟s notice must be given, in

writing, to the Principal or 25% of the annual tuition fee in lieu of notice will be charged.

If the withdrawal is to take place at any other time, notice of the change must be given before

the beginning of the school term preceding the term in which the change is to occur.

New South Wales Board of Studies requires the Parent/Guardian to provide the name of the

school to which the student is being transferred.

6. When a student withdraws from the College the Parent/Guardian may note in their withdrawal

letter to the Principal that they would like their daughter to re-enter the College at a later date.

The Parent/Guardian is advised in writing from the Principal that a place is not guaranteed at

the College. Re-enrolment is dependent on interview and place availability. All students who

re-enter the College are required to pay a re-entry fee. This fee is the difference in the Entry

Fee which the Parent/Guardian paid on the student‟s original commencement and the

applicable Entry Fee at the year of the student‟s return to the College.

A confirmed re-entry to the College is at the Principal‟s discretion.

7. If the College needs instructions from the Parent/Guardian then:

a. If more than one Parent/Guardian has signed this agreement as Parent/Guardian, the

College may act upon the instruction of either or both Parent/Guardian; or

b. If at any time there is in force a Parenting Order or Registered Parenting Plan from the

Family Court of Australia relating to the care, welfare or development of the student, or

more specifically to her education, the College will act only upon the instruction of the

person on whom the Order or the Plan confers duties, powers, responsibilities or authority

in relation to the particular matter upon which the College seeks instruction, regardless of

who executed this Agreement as Parent/Guardian.

c. In the case of boarders, the Principal or her nominee, has the authority to give permission

on behalf of Parent/Guardian for students to participate in excursions and activities if the

Parent/Guardian cannot be contacted within a reasonable period.

8. At the time of enrolment and/or at any time during the period of a student‟s enrolment at the

College, the Parent/Guardian must advise of any medical problems or special medication

required by the student and/or any learning difficulties or other disabilities she might have or

acquire.

9. The Parent/Guardian must regularly complete, update and return a medical disclosure form as

required by the College.

10. In the event of any medical or other emergency concerning the student, where the College is

unable to contact the Parent/Guardian, the Parent/Guardian authorises the College to give

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authority for treatment. The Parent/Guardian indemnifies the College, its employees and

agents in respect of all costs and expenses arising directly or indirectly out of such treatment.

11. These conditions may be changed from time to time by giving not less than one term‟s notice.

(It is recommended that Parent/Guardian retain a copy of the conditions for their records)

12. Any breach of the terms and conditions will entitle the College Council, at its discretion, to

suspend or terminate the attendance of the student at the College; in a matter of discipline or

conduct the Principal (or her nominee) reserves the right to discipline, suspend or expel any

student whose attitude or behaviour is not in keeping with the expectations of the College, with

the proviso that the Principal must confer with the Chair of Council or his/her nominee before

expelling a student.

Revocation of an Enrolment

An offer of a place may be revoked or enrolment cancelled if correspondence is returned

unclaimed or if full and accurate disclosure of all relevant information about the student (including

special needs) is not made at all times, including once the student is in attendance at the College.

It is the responsibility of the Parent/Guardian to ensure that the College is advised of any changes

of address or circumstances related to the student. No fees paid will be refundable.

Student Population

Pymble Ladies' College has an approximate total of 2,129 students comprising of 179 in the

Preparatory School, 445 in the Junior School and 1,505 in the Secondary School. There are

approximately 121 boarders in the Secondary School (Years 7 to 12).

The College is a non-selective school and caters for students with a wide range of abilities in all

areas. The student population encompasses a wide range of backgrounds.

The College accept students with Australian Residency or Citizenship and full-fee paying overseas

students.

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REPORTING AREA 10: School Policies

Policies for Student Welfare

The College seeks to provide a safe, caring, supportive, environment to nurture the holistic

development of students academically, physically, socially, emotionally, spiritually and culturally

through the Pastoral Care Policy. The College has developed programs that provide opportunities

for students to become independent thinkers and learners, caring, compassionate, confident young

women with a strong sense of social responsibility.

In 2013, the Pastoral Care Policy was reviewed, in preparation for implementation and publishing

in 2014 in conjunction with the Student Code of Behaviour and the Behaviour Management Policy.

It provides a concise overview of the structures and support systems provided by the College. The

full text can be accessed on the College portal, or on request to the Principal.

Summary of Anti-bullying Policy

The College considers that any form of harassment, including bullying is inappropriate and

unacceptable behaviour. The policy includes processes based on the principles of natural justice,

procedural fairness and restorative justice for responding to and managing allegations of bullying.

In 2013, the policy was reviewed for publishing and implementation in 2014.The policy and

procedure that were subsequently developed were more concise and better structured.

The full text of the documents is available on the College portal and on request from the Principal.

Summary of Policies for Student Discipline

The Student Behaviour Management Policy is complementary and used in conjunction with the

Student Code of Behaviour. In 2013, it was reviewed, the name changed and a guideline

developed to support the policy for implementation and publication in 2014.

The College prohibits the use of corporal punishment and does not explicitly or implicitly sanction

the administering of corporal punishment by non-school persons, including parents, to enforce

discipline at the College.

The full text of the policy is available on the College portal and is available on request from the

Principal.

Summary for Policy for Complaints and Grievances Resolution

The Complaints Policy (Students and Parents) recognises the importance of having a process

based on procedural fairness which allows people to voice their concerns and have them dealt with

in a supportive and co-operative manner, quickly, fairly with confidentiality and sensitivity. It

provides a concise framework of how complaints can be raised and how they will be managed. The

policy is supported by a procedure (Students and Parents) and a guideline for staff on receiving a

complaint and the process to follow. It was reviewed in 2013 for publication and implementation in

2014.

The full text of the policy is available on the College portal or on request from the Principal.

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Summary of Pastoral Care, Anti-bullying, Student Behaviour Management and Complaints

(Student and Parents) Policies

Policy Changes in 2013 Access to Full Text

Student Wellbeing

Pastoral Care

The College seeks to provide a

safe, caring, supportive,

environment to support the

holistic development of

students academically,

physically, socially,

emotionally, spiritually and

culturally through the Pastoral

Care Policy. The College has

developed programs that

provide opportunities for

students to become

independent thinkers and

learners, caring,

compassionate, confident

young women with a strong

sense of social responsibility.

In 2013, the Pastoral Care

Policy was reviewed, in

preparation for implementation

and publishing in 2014 in

conjunction with the Student

Code of Behaviour and the

Behaviour Management Policy.

It provides a concise overview

of the structures and support

systems provided by the

College.

The full text can be accessed on

the College portal, or on request

from the Principal.

Anti-bullying

The policy includes processes

based on the principles of

natural justice, procedural

fairness and restorative justice

for responding to and

managing allegations of

bullying.

In 2013, the policy was

reviewed for publishing and

implementation in 2014.The

policy and procedure that were

subsequently developed were

more concise and better

structured.

The full text of the documents is

available on the portal and on

request from the Principal.

Student Behaviour Management

The College prohibits the use

of corporal punishment and

does not explicitly or implicitly

sanction the administering of

corporal punishment by non-

school persons, including

parents, to enforce discipline at

the College.

In 2013, it was reviewed, the

name changed and a guideline

developed to support the policy

for implementation and

publication in 2014.

The full text of the policy is

available on the portal and is

available on request from the

Principal.

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2010 Annual Report: Educational and Financial Reporting 38/62

Student Behaviour Management

The Complaints Policy

(Students and Parents)

recognises the importance of

having a process based on

procedural fairness which

allows people to voice their

concerns and have them dealt

with in a supportive and co-

operative manner, quickly,

fairly with confidentiality and

sensitivity. It provides a

concise framework of how

complaints can be raised and

how they will be managed.

It was reviewed in 2013 for

publication and implementation

in 2014.

The full text of the policy is

available on the portal or on

request from the Principal.

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REPORTING AREA 11: School Determined Improvement Targets

Priorities/Intents Identified for 2013

Personalised

Education

PRIORITIES/INTENTS IDENTIFIED FOR

2013

ACHIEVEMENTS

Nurture unique

qualities in every

student so she

achieves her best

Investigate and implement student

management and tracking system K

to 12.

Review and renew assessment /

feedback / reporting structures /

processes / philosophies.

Identified a K-12 Student Management System and tracking system.

Determined implementation plan and timeline.

Reviewed Assessment for and of Learning K-12.

Surveyed students and teachers re: assessment.

Developed and implemented a Reference Guide K-12.

Recognise and

know each student's

needs and interests

Review Pastoral Care purpose, role,

structure and processes to redefine

how we support the individual student.

Evaluated the 2013 K-12 Pastoral Care Program.

Appointed a Head of Student Wellbeing.

Work together as a

community to help

students become

independent

thinkers

Implement Australian Curriculum in

NSW within the Towards 2020

framework.

Developed Teaching and Learning Programs and scoped out implementation K-12.

Supported teachers with professional learning of the Australian Curriculum, Teaching for Understanding and the Pymble framework.

Developed resources to support learning programs.

Make learning

dynamic and flexible

to challenge every

student

Review open technology, capabilities,

policies and processes to facilitate

student access and responsible use.

Investigate local and global learning

opportunities.

Create learning experiences that

Researched open technology models.

Developed a digital citizenship program across the K -12 continuum.

Determined technology

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challenge students to question

existing information and structures

and creatively apply their knowledge

in novel contexts.

dependencies, procure technologies, develop appropriate policies and procedures.

Implemented changes to technology access.

People and Culture PRIORITIES/INTENTS IDENTIFIED FOR

2013

ACHIEVEMENTS

Live our values within

our community

Refine new staff and parent

induction to the College.

Build a culture and expectation of

continuous learning.

Embrace and demonstrate values

within Pymble community through

daily actions and interactions.

Develop a process to provide

practical support for community

members in need.

Foster equitable work practices for

all staff.

Reviewed and evaluated induction processes.

Developed a mentor program for all new staff.

Developed an online professional learning space on the portal.

Provide all staff with a menu of professional learning options.

Review staff code of behaviour policy and processes, contract and commitment to professional learning in line with values.

Reviewed values within the school and classroom experience.

Identified what practical support is needed and how it is to be offered to the College community.

Audited a range of work practices.

Fulfil the Pymble

mission and vision

Engender a commitment to and

shared understanding of Towards

2020.

Develop a learning toolkit to

support teachers in providing

transformative learning

experiences.

Review organisational structures to

achieve Towards 2020 vision and

mission.

Towards 2020 strategic

intents known and shared to all stakeholders

Aligned all leadership to Towards 2020

Developed a supportive process to identify areas of achievement and accountability

Develop a theory of action for learning at Pymble

Developed an online space for the toolkit to support teachers

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Explored organisational structures that will drive our 2020 vision.

Achieve global

recognition for

educational best

practice

Build a culture of research,

reflection and publication.

Base educational decisions on

both research and best practice to

inform next practice.

Developed an online professional learning space on the portal.

Developed a culture of action research around initiatives undertaken in the school.

Engaged with university partners to conduct research within the school.

Provided formal structures for reflection on teaching and learning.

Build culture of action research around all initiatives in the school.

Build a culture of

reflection to promote

learning

Build a culture of reflective practice

and continual improvement

through Pymble frameworks,

structures and processes.

Collaboratively develop a

consistent and effective technology

professional learning plan for staff.

Facilitated surveys and focus groups to identify key strengths and areas for improvement.

Worked through a gap analysis process.

Facilitated NAPLAN workshops to assist teachers to use data to inform their practice / class groupings.

Commenced implementation of IT professional learning plan.

Foster a culture that

attracts and develops

dynamic

professionals

Implement formal professional

development and review systems

for staff.

Continue to recruit and retain

outstanding staff who reflect

contemporary best practice in their

fields of expertise.

Promote benefits, opportunities

and services available to staff.

Investigated and trialled professional development review system.

Reviewed processes for recruitment.

Identified benefits and opportunities available to staff.

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Community PRIORITIES/INTENTS IDENTIFIED

FOR 2013

ACHIEVEMENTS

Embed a culture of

loyalty, pride and lasting

connection

Implement an automatic

membership into Ex-Students‟

Union (ESU) for graduates.

Develop a community Heritage

Club to profile Pymble and its

history and contribution to the

community.

Develop careers network to

engage former students in

mentoring, work experience and

career advice.

Establish and maintain

consistent communication

pathways with ex-students.

Foster and strengthen

connected global networks.

Current graduates to automatically receive membership.

Created more opportunities for members in the community to engage with the College.

Developed strategy to maintain the links with Alumni and past parents.

Communicate and sustain the link with Alumni and past parents and utilising social media.

Support the Pymble

community in their

engagement with the

College

Guide and support parent

groups in the fulfilment of their

objectives and events.

Use Pymble's facilities and

resources to strengthen

community participation and

engagement out of school hours.

Engage parents to actively

support learning activities and

programs.

Identified needs within the school with PPA and Events Co-ordinator.

Reviewed Parent Support Groups Charter.

Audited an inventory of community participation and use of facilities.

Encouraged the use of Pymble facilities for

increased community engagement.

Liaised with Foundation office to explore greater opportunities to connect with members of the ESU for a range of purposes.

Support stakeholder

groups understanding

of the Pymble vision,

mission, values and

strategic direction

Promote the mission, vision,

values and strategic direction of

the College across all

communication channels.

Ensured all online and print collateral consistently communicate College mission, vision, values and strategic direction.

Investigate and

implement new

technology, systems

and strategies that

Review internal and external

communications annually to

ensure engagement efficiency

and best practice.

Reviewed internal and external communications and plan in place.

New K-12 Parent Handbook developed.

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strengthen

communications

Sustainability PRIORITIES/INTENTS IDENTIFIED

FOR 2013

ACHIEVEMENTS

Provide excellence in

financial stewardship

Review the overall cost of

education for students.

Foster financial stewardship

across managerial staff.

Investigate efficiencies in

financial management systems

and processes.

Prepared and audited a project scope document establishing the parameters of the financial analysis.

Planned and developed a business two year cycle.

Formalised a quarterly review of department cost centre reports.

Embed environmentally

sustainable practices

within the fabric of the

College

Map all current and proposed

sustainability activities within the

College.

Engage our community in our

sustainability vision, intents and

actions.

Invest in infrastructure and

behavioural initiatives to reduce

carbon footprint.

Established an Environment and Sustainability Committee to conduct an audit of current sustainable practices

Mapped proposed future sustainability activities within the College

Integrated sustainability into teaching and learning programs

Build upon the culture

of social responsibility

Define and document social

responsibility programs and

activities.

Defined Service Learning, Community Service and Social Responsibility activities at Pymble

Audited an inventory of K – 12 Service projects and parent service activities

Strengthen and expand

connections to broaden

our social awareness

and responsibility

Partner with community service

organisations to enhance

student engagement.

Audited current partnerships and utilised student feedback

Documented the history of Pymble’s engagement

with community service organisations

Foster diversity within

our student body

Encourage and promote cultural

diversity through Student

Representative Council and

student activities.

Identified the key cultural celebrations within our school community

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Priorities/Intents Identified for 2014

Personalised Education PRIORITIES/INTENTS IDENTIFIED FOR 2014

Nurture unique qualities in every

student so she achieves her best

Implement student management and tracking system K to

12.

Review and renew assessment / feedback / reporting

structures / processes / philosophies.

Introduce student digital portfolios.

Recognise and know each

student's needs and interests

Review Pastoral Care purpose, role, structure and

processes to redefine how we support the individual

student.

Introduce coaching and mentoring approaches to support

learning.

Work together as a community to

help students become

independent thinkers

Implement Australian Curriculum in NSW within the

Towards 2020 framework.

Carry out feasibility study on optimal timetabling.

Make learning dynamic and

flexible to challenge every

student

Align the College approaches to open technology and

learning to include a virtual learning environment,

personalised tools, student access and responsible use.

Create learning experiences that challenges students to

question existing information and structures and creatively

apply their knowledge in novel contexts.

Investigate learning pathways and partnerships including

offsite local opportunities and IB.

People and Culture PRIORITIES/INTENTS IDENTIFIED FOR 2014

Live our values within our

community

Embrace and demonstrate values within Pymble

community through daily actions and interaction.

Fulfil the Pymble mission and

vision

Develop an engagement program to engender a

commitment to, and shared understanding of, Towards

2020.

Develop a learning toolkit to support teachers in providing

transformative learning experiences.

Review the quality, equity, efficiency and effectiveness of

organisational structures and revise them to achieve

Towards 2020 vision and mission.

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Achieve global recognition for

educational best practice

Build a culture of research, reflection and publication that

informs next practice.

Develop active links for students and staff with satellite

campuses and international universities.

Build a culture of reflection to

promote learning

Build a culture of reflective practice and continual

improvement through Pymble frameworks, structures and

processes.

Foster a culture that attracts and

develops dynamic professionals

Continue to recruit and retain outstanding staff who reflect

contemporary best practice in their fields of expertise.

Community PRIORITIES/INTENTS IDENTIFIED FOR 2014

Embed a culture of loyalty, pride

and lasting connection

Develop careers network to engage former students in

mentoring, work experience and career advice.

Establish and maintain consistent communication

pathways with ex-students.

Identify and join key global networks under the Pymble

corporate name while encouraging staff to do the same

including using social networking sites for professional

learning purposes.

Support the Pymble community

in their engagement with the

College

Use Pymble's facilities and resources to strengthen

community participation and engagement.

Engage all members of the community to actively

participate in academic, spiritual and social programs.

Recognise different cultural

groups in communications and

community initiatives

Establish a process to review all communications with

regard to cultural appropriateness.

Establish an Indigenous parent support group.

Support stakeholder groups

understanding of the Pymble

vision, mission, values and

strategic direction

Embed the mission, vision, values and strategic direction

of the College across all communication channels.

Provide a reference framework

and response standards for

parent communication

Develop a parent / school communication framework.

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Sustainability PRIORITIES/INTENTS IDENTIFIED FOR 2014

Provide excellence in financial

stewardship

Introduce a program of short seminars to foster financial

stewardship across managerial staff.

Develop complementary revenue streams.

Develop a Risk Management Framework.

Complete a feasibility study for an Early Learning Pre-

school Centre.

Embed environmentally

sustainable practices within the

fabric of the College

Engage our community in our sustainability vision, intents

and actions.

Invest in infrastructure and behavioural initiatives to

reduce carbon footprint.

Build upon the culture of social

responsibility

Develop, implement and strengthen social responsibility

programs and partnerships.

Strengthen and expand

connections to broaden our

social awareness and

responsibility

Partner with community service organisations to enhance

student engagement.

Establish and secure partnerships with disadvantaged

communities locally, nationally and globally.

Foster diversity within our

student body

Introduce new scholarships and bursaries for

disadvantaged students.

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REPORTING AREA 12: Initiatives Promoting Respect and Responsibility

Preparatory School - Key Actions and Events

Year 2 students acted as Buddies throughout the year for Kindergarten students developing

leadership skills and a capacity to respond to the needs of our younger students.

Supported Secondary School Prefects fundraising screening of Mary Poppins. Proceeds

went to The Girl Effect

Students from Preparatory and Junior Schools participated in a Peer Support Program for

Years 2, 3 and 5 to support the transition of Year 2 students to the Junior School.

Our Easter Raffle raised funds for the Preparatory School charity, Bear Cottage

College values were articulated through acknowledgement of observed behaviours of

individual students in weekly assemblies

Senior students assisted with English discussion groups before school for our non-English

speaking students, engaging in informal discussions to promote understanding of the

language.

Junior School - Key Actions and/or Events

Supported the Secondary School Prefects fundraising screening of Mary Poppins. Proceeds

went to The Girl Effect

Cupcake days: one per grade per term. Charities supported included Indi Kindi Project which

focuses on improving literacy outcomes for Indigenous children in remote communities, the

Cerebral Palsy Alliance, Westmead Hospital and the Nangala Project

Funds were raised for the Room to Read Program - an award-winning non-profit

organisation for improving literacy and gender equality in education in the developing world

All students participated in Jeans for Genes Day

The Junior School assisted with the sponsorship of two students at St Judes

Year 6 knitted squares and made blankets for Wrapped with Love.

During a local Senior Citizen week morning tea at Turramurra Uniting Church senior citizens

were entertained by individual musical performances.

Students from Preparatory and Junior Schools participated in a Peer Support Program

SRC through regular meetings supported a range of school based projects

In order to promote responsibility, the Junior School have a leadership program for all students in Years 3 to 6 where the students take responsibility in areas such as the SRC, Music Captain, Sustainability Captain and Chapel Leaders. Our House Leaders also take responsibility for a number of activities to increase House spirit throughout the year.

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Middle School

The diverse Middle School curriculum, pastoral care programs, extensive co-curricular program, outdoor education programs and community service opportunities foster a sense of respect and responsibility.

The following initiatives were undertaken to engender respect and responsibility:

Leadership opportunities were expanded to include Media leaders, which has resulted in 72% of students choosing to be involved in leadership positions in elected and volunteer opportunities.

All of Year 8 attended a Surf Lifesaving day at Manly and Dee Why beaches. Key emergency and survival skills were covered throughout the day.

The Year 7 Outdoor Education Program was held at Stanwell Tops.

Year 8 students were involved in an Outdoor Education program at the Somerset Outdoor Learning Centre on the Colo River – A Challenge by Choice program, with Extreme, Expedition and Adventure levels.

These excursions and outdoor experiences promote a respect for the environment, our heritage

and responsibility in aquatic and natural environments.

Peer Support – Year 7 and 8

Our Peer Support Program involving Year 7 and Year 10 students provides an opportunity for

young people to participate in their school community and build strong relationships with each

other. The Year 10 students learn important communication, problem solving and leadership skills

as they get to know the Year 7 students. In turn, the younger students enjoy the support of a

trusted older role model as they make the transition to Secondary School.

Building the Middle School Community and House Community

Years 7 and 8 students are buddied across the two years and students have met over several

lunchtimes. Students have also participated in ongoing events to continue to build belonging and

relationships between all students in the Middle School.

Years 7 and 8 buddies came together to make hands for the celebration of NAIDOC week and

participated in a house activity together run by their Middle School House Liaison Leaders.

Middle School students led a special Chapel service with the theme of „Mountain Top Experiences‟

and the concept of „Sisterhood‟. Years 7 and 8 „sisters‟ who have worked together since the start of

the year sat together in celebration during the chapel service.

A successful Performing Arts festival was held in Years 7 and 8 to the theme of Glee songs and

Grease the musical.

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Being a Pymble girl

Pastoral Care groups were in conversation with ex-students from another era. Year 7 students

have been investigating and producing a representation of the history of the College. One of the

activities was a visit to the Heritage Centre to hear from ex-students about their experiences at

Pymble. Most of the ex-students are in their seventies and have inspired the students with

interesting stories and talk of Pymble during the war. Students toured the Heritage Centre and

were acutely aware of the historical changes and similarities at the College.

MS Readathon Webcast Launch

The Middle School in conjunction with the Junior School hosted the launch of the MS Readathon

via webcast held in the Conde Library. Middle School representatives worked closely with the

Junior School representatives to develop presentations for the Webcast which resulted in the

establishment of positive trans-school connections. The webcast allowed Middle School students

to showcase Pymble as a caring school to over 100 schools nationwide.

Service Learning and Sustainability

Year 8 students participated in the National Kids Teaching Kids program. Kids Teaching Kids starts

in the classroom and culminates in a Conference Day in which the Year 8 students present their

own workshops to local Years 5 and 6 students from Pymble and local primary schools in the

areas.

Over two terms one Science lesson a fortnight is utilised to prepare for the Conference Day. The

students work on self-selected topic in areas of personal interest. These areas include: Oceans,

Marine Pollution, Deforestation, Fishing, Climate Change, Waste, Endangered species, Animal

testing, Palm Oil, Urban development, Recycling Energy, e-waste, ByCatch, Whaling and

Recycling.

Upper School - Social responsibility

Students participate in Community and Service Learning experiences. Year 9 students attend a

community organisation several times throughout the year. Their experiences and reflections are

documented as part of the English study program.

All students in Year 10 participate in a Service Learning project. Students develop a relationship

with an organisation and seek to provide practical support and serve as an advocate for the

organisation. In developing their project the students investigate core issues, conduct a needs

analysis, liaise with the organisation, develop and perform their project and participate in reflection

exercises.

Upper School students participate in an Interfaith conference exploring respect, understanding and

acceptance. Schools across a range of religious backgrounds gather together to participate in

workshop activities and listen to speakers.

Other subject based initiatives include: Elective History (Sydney Jewish Museum), Elective

Geography (WOW day), English (Right here, Write now – issues advocacy program), Elective

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Music (St Edmonds shared Choir project), Food Technology (High Tea; St Edmonds School) and

Textiles (quilts for the Catherine Hamlin Fistula Foundation).

Senior School

The development of the pastoral care and student wellbeing program continued. The College

values form the basis of the program. Following formal and informal discussions and surveys of

the students, a number of processes and initiatives were introduced to promote respect and

responsibility – at both the personal and community level.

The students work in a more flexible and independent environment, and as a result, grow in their

self-respect and respect for others. They also assume more responsibility for managing their own

study patterns. The students in Years 11 and 12 model independent, responsible work habits, and

as a result, students gain more autonomy as they prepare to leave school for tertiary study, travel

or the workplace.

The students continued to take up the challenge of community service with another outstanding

year of accomplishment and dedication. The students supported a vast array of service and

charity providers, leading and managing a range of school initiatives including mufti days, blood

donorship, awareness raising assemblies, and a variety of other fundraising events. In addition,

the students lead and managed a series of special events including Chinese New Year, Harmony

Day, International Women‟s Day, Anzac Day, Remembrance Day, National Reconciliation Week

and the Senior School Knit In – all events which engender respect for diversity and offer

opportunities for students to strive to make a difference. The diversity of student background,

academic and co-curricular ability and interest foster a healthy sense of self-respect, and a

recognition and acceptance of individual difference.

The students who serve as leaders in the College community are also responsible for developing

their own program of events to build and promote respect and responsibility. They work in areas

such as Sport, Music and the Arts, Community Service, Sustainability, House leaders, SRC and

with the other younger students. These student leaders recognise younger peers for their

contribution to the College and broader community and foster links between older and younger

students. They are also responsible for building community and promoting the importance of the

College values in their specific area of responsibility.

Senior School students continued to enjoy a range of presentations from visiting speakers who

encouraged them to be aware of their community and their responsibilities. These included Paul

Dillon from the National Drug and Alcohol Research Centre, Professor Gin Malhi from the Cade

Clinic, Sex Discrimination Commissioner Elizabeth Broderick, Major Rowena Smith from the

Salvation Army, Brett Lee from INESS (Cyber etiquette and online safety), Prue Salter, Brett

Williams and Brent Saunders.

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REPORTING AREA 13: Parent, Student and Teacher Satisfaction

As part of the College‟s continual improvement program, annual surveys commissioned for parent and student satisfaction and feedback reviews covering a wide range of the College‟s value proposition. Pymble is committed to listening to the views and expectations from key stakeholders and to use

this important feedback for performance monitoring and as important input to the College‟s operational and strategic plans. The feedback from these surveys assists the College with its aim of continually improving the educational experience offered to the students. In 2013, Pymble conducted independent satisfaction and performance reviews with 119 parents

and 843 students across Years 6, 8, 10 and 12 obtaining research based feedback on such areas as overall satisfaction, academic performance, pastoral care, co-curricular, boarding, publications and communications, community engagement, management and leadership and parent advocacy. The charts below show the percentage of Pymble Year 12 parents and students who noted their

expectations of the school had been met or exceeded across key aspects of the College‟s value proposition. The areas represent the top most important areas nominated by parents and students. For example 82% of the parents noted their expectations were met or exceeded on the rated most important area „Quality of teaching‟.

Pymble Year 12 Parent’s Views

82% 89% 91% 90% 89%97% 97%

70%

96% 92%

Quality ofteaching

Focus onstudentwelfare,

providing asafe andcaring

environment

Balancedchallengingeducation

Academicstandards

The College‟s values

Facilities andresources

Range ofdifferentsubjects

Goodeducation atreasonable

expense

Location -availability ofreliable and

safetransportation

Tradition &Reputation

Percent Expectations Met/Exceeded

2013 Pymble Ladies' College Yr 12 Parents - Expectations Met/Exceeded (First 10) (n=119)

MMG Q3b 11/13

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Pymble Student Views

Parents and students were asked to provide open responses to the most valued aspects of Pymble.

The most frequently nominated aspects are:

89% 97% 98% 92% 86%94% 96% 97% 96% 95%

Quality ofteaching

Academicstandards

Facilities andresources

Range ofsubjectchoices

Focus onstudentwelfare,

providing asafe andcaring

environment

Balancedchallengingeducation

Activities(extra-

curricularprogram)

A leadingindependentschool in the

area

Location -availability ofreliable and

safetransportation

Sportsprogram

Percent Expectations Met/Exceeded

2013 Pymble Ladies' College Yr 12 Students - Expectations Met/Exceeded (First 10) (n=250)

MMG Q3b 11/13

Pymble Year 12 Parents - What is valued most with experience? (100

comments from 54 parents)

Wonderful, well balanced holistic education that meets students' needs

Wonderful opportunities

Students' friendships with each other

A safe, caring & supportive environment

Strong sense of warm, welcoming community

Great teachers who are committed to the welfare of the students

Families' friendships with each other

The transformation of students into confident young women

Students' loyalty to and support and love of the College

Instilling in students strong values

Pymble Year 12 Students - Most valued about experience (312 comments

from 171 students)

Friendships with other students

Wide range of opportunities

College's reputation & prestige

A high quality, holistic education in a wonderful environment

Excellent, passionate & supportive teachers

Friendships with teachers

Being a member of a strong, supportive & cohesive community

The sports program

Strong College values upheld by students

Co-curricular 9non sport) program

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REPORTING AREA 14: Summary Financial Information

Pymble Ladies’ CollegeAvon Road, PO Box 137Pymble NSW 2073Australia

Tel +61 2 9855 7799Fax +61 2 9855 7766Web www.pymblelc.nsw.edu.au‘All’ Ultimo Lavoro’ - Strive for the Highest